Primary school students’ ratings of teaching – do they differentiate between subjects and teachers?

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dc.contributor.authorRieser, Svenja
dc.contributor.authorNaumann, Alexander
dc.date.accessioned2025-08-29T09:58:30Z
dc.date.available2025-08-29T09:58:30Z
dc.date.issued2024-10-07
dc.description.abstractOur study aims to provide empirical evidence for and against the valid use of primary school students’ ratings of three generic dimensions of teaching quality (classroom management, supportive climate, cognitive activation). We examine whether students discriminate between corresponding dimensions in different subjects, taking into account whether these subjects are taught by the same or different teachers. Using data from the German Trends in International Mathematics and Science Study 2015 assessment of 3,853 fourth graders (Mage = 8.8 years, 195 classes), we conduct multilevel-multigroup confirmatory factor analysis. The results suggest that students only differentiate between subjects when taught by different teachers. The findings also imply that valid inferences from student assessments may be affected by students’ experiences with multiple teachers.en
dc.identifier.urihttp://hdl.handle.net/2003/43868
dc.language.isoen
dc.relation.ispartofseriesSchool effectiveness and school improvement; 35(4)
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectStudent ratings of teachingen
dc.subjectTeaching qualityen
dc.subjectPrimary schoolen
dc.subjectMultilevel CFAen
dc.subject.ddc370
dc.titlePrimary school students’ ratings of teaching – do they differentiate between subjects and teachers?en
dc.typeText
dc.type.publicationtypeResearchArticle
dcterms.accessRightsopen access
eldorado.doi.registerfalse
eldorado.secondarypublicationtrue
eldorado.secondarypublication.primarycitationRieser, S., & Naumann, A. (2024). Primary school students’ ratings of teaching – do they differentiate between subjects and teachers? School Effectiveness and School Improvement, 35(4), 486–505. https://doi.org/10.1080/09243453.2024.2396942
eldorado.secondarypublication.primaryidentifierhttps://doi.org/10.1080/09243453.2024.2396942

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