Teaching Quality in Higher Education

IF 3.2 3区 心理学 Q2 PSYCHOLOGY, APPLIED European Journal of Psychological Assessment Pub Date : 2023-05-01 DOI:10.1027/1015-5759/a000700
Martin Daumiller, Stefan Janke, Julia Hein, Raven Rinas, Oliver Dickhäuser, Markus Dresel
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引用次数: 6

Abstract

Abstract: Teaching quality is a crucial factor within higher education. Research on this topic often requires assessing teaching quality as a global construct through self-reports. However, such instruments are criticized due to the lack of alignment between teacher and student reports of instructional practices. We argue that while teachers might over- or under-estimate specific dimensions of teaching quality, the aggregation of these dimensions in the form of overarching teaching quality well reflects differences in teaching quality between teachers. Accordingly, we test a ten-item measure that allows faculty to self-report their teaching quality based on the aspects distinguished in the SEEQ ( Marsh, 1982 , 2007 ). Using 15,503 student assessments of teaching quality in 889 sessions taught by 97 faculty members, we conducted Doubly Latent Multi Level Modelling while considering bias and unfairness variables to model overarching teaching quality assessed by students, and simultaneously corrected for measurement error and potential distortions through the assessment situation. This global factor of teaching quality was strongly associated with teacher self-reported teaching quality (ρ = .74), which we interpret as evidence that global teacher reports of teaching quality can serve as sensible indicators of overarching teaching quality for nomothetic research in higher education.
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高等教育教学质量研究
摘要:教学质量是高等教育的关键因素。关于这一主题的研究往往需要通过自我报告来评估教学质量作为一个全球性的结构。然而,由于教师和学生的教学实践报告之间缺乏一致性,这些工具受到批评。我们认为,虽然教师可能高估或低估了教学质量的特定维度,但这些维度以总体教学质量的形式聚集在一起,很好地反映了教师之间教学质量的差异。因此,我们测试了一个十项测量,允许教师根据SEEQ中区分的方面自我报告他们的教学质量(Marsh, 1982, 2007)。在97名教师讲授的889堂课中,使用15503份学生对教学质量的评估,我们在考虑偏差和不公平变量的情况下进行了双重潜在多层次建模,以模拟学生评估的总体教学质量,同时通过评估情况纠正测量误差和潜在扭曲。这一教学质量的全球因素与教师自我报告的教学质量密切相关(ρ = 0.74),我们将其解释为证据,表明全球教师报告的教学质量可以作为高等教育学科研究中总体教学质量的明智指标。
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来源期刊
CiteScore
6.40
自引率
4.00%
发文量
71
期刊介绍: The main purpose of the EJPA is to present important articles which provide seminal information on both theoretical and applied developments in this field. Articles reporting the construction of new measures or an advancement of an existing measure are given priority. The journal is directed to practitioners as well as to academicians: The conviction of its editors is that the discipline of psychological assessment should, necessarily and firmly, be attached to the roots of psychological science, while going deeply into all the consequences of its applied, practice-oriented development.
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