Construct validity of student perceptions of instructional quality is high, but not perfect: Dimensionality and generalizability of domain-independent assessments

By Wolfgang Wagner, Richard Göllner, A. Helmke, Ulrich Trautwein, O. Lüdtke. 2013

149 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ceda1b620fc9d4e76236ba1999e587daeff8bd58

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In Education

Citations in the corpus

Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis (2020, background): “Students experience daily interactions in their classrooms and provide a unique perspective to our understanding of how classroom dynamics influence their adjustment (Wagner et al., 2013; Wang & Degol, 2016).”
Measuring Effective Teacher-Student Interactions From a Student Perspective (2015, result): “This has been true in other studies of elementary and secondary classrooms as well (Fauth et al., 2014; Wagner et al., 2013).”
What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey (2016, background): “Only in the past decade have researchers begun to assess such aspects of student ratings of instruction (e.g., Fauth et al., 2014; Kunter, Tsai, Klusmann, Brunner, Krauss, & Baumert, 2008; Wagner et al., 2013), a necessity if these measures are to be used in high-stakes teacher evaluation systems.”
Students’ Idiosyncratic Perceptions of Teaching Quality in Mathematics: A Result of Rater Tendency Alone or an Expression of Dyadic Effects Between Students and Teachers? (2018, background): “Recent studies addressing the validity of student ratings using multilevel factor models (Jak, Oort, & Dolan, 2013; Wagner et al., 2013) have shown that analogous loading patterns at the student and classroom levels are an indication for the generalizability of student ratings across classrooms.”
Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes (2014, result): “Level 2 factor correlations of this model were moderate compared with those reported in Wagner et al. (2013) and similar to those of Kunter et al. (2008), who applied the threedimensional framework to student ratings in secondary school.”