Measuring teaching quality, designing tests, and transforming feedback targeting various education actors
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Measuring teaching quality, designing tests, and transforming feedback targeting various education actors Guri Skedsmo 1,2 & Stephan Gerhard Huber 3 Published online: 18 August 2020 # Springer Nature B.V. 2020
Education systems across the world face various challenges which may be caused or increased by global mobility, economic and political crises and more recently, pandemics such as Covid-19. Eventually, dealing with some challenges becomes part of educators’ daily business but still requires flexibility whilst maintaining focus on core issues like educational quality. This issue of EAEA focuses on educational quality regarding (1) measuring teaching quality across countries and regions, (2) designing tests and test formats and (3) providing and transforming feedback to teachers and migrant students for learning and change.
1 Articles in this issue of EAEA 3/2020 In the first article, Aditomo and Köhler analyse data from the 2015 cycle of the Programme for International Student Assessment (PISA) to assess psychometric properties of science teaching quality indicators. Multilevel Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM) were conducted for each country’s or region’s scale to assess school-level reliability, factorial validity and predictive validity. The authors found that the PISA teaching quality scales (except from the classroom management) have low reliability in assessing school-level teaching quality. Moreover, Aditomo and Köhler demonstrate that several teaching scales capture meaningful
* Guri Skedsmo [email protected] * Stephan Gerhard Huber [email protected]
1
Institute for Research on Professions and Professional Learning, Schwyz University of Teacher Education, Goldau, Switzerland
2
Department of Teacher Education and School Research, University of Oslo, Oslo, Norway
3
Institute for the Management and Economics of Education, University of Teacher Education Zug, Zug, Switzerland
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Educational Assessment, Evaluation and Accountability (2020) 32:271–273
differences in teaching quality between schools, while inquiry scale assessment showed poor validity in almost all countries and regions. Based on their findings, the authors argue for using student ratings in PISA to investigate some school-level teaching quality aspects and point to several implications for policy and further research. In the second article, Quintelier, De Maeyer and Vanhoof report on a study of 687 teachers in 80 Flemish schools that recently went through school inspection to investigate the role of teacher feedback acceptance and willingness to use feedback. Based on their analysis, the authors find that the teachers largely accepted the feedback received. Teachers were more inclined to change their own practice based on teacher core activities feedback compared to school organization feedback. As such, the authors point to the perceived relevance of feedback as an important predictor of subsequent improvement following a school inspection report. Interestingly, Quintelier, De Maeye
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