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Effective Teaching Around the World [[electronic resource] ] : Theoretical, Empirical, Methodological and Practical Insights / / edited by Ridwan Maulana, Michelle Helms-Lorenz, Robert M. Klassen
| Effective Teaching Around the World [[electronic resource] ] : Theoretical, Empirical, Methodological and Practical Insights / / edited by Ridwan Maulana, Michelle Helms-Lorenz, Robert M. Klassen |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (XXI, 799 p. 1 illus.) |
| Disciplina | 370.711 |
| Soggetto topico |
Teachers—Training of
International education Comparative education Professional education Vocational education Education, Higher Educational psychology Teaching and Teacher Education International and Comparative Education Professional and Vocational Education Higher Education Educational Psychology Avaluació dels professors |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-31678-9 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Foreword -- Introduction -- Section 1: Conceptualization and measurement of effective teaching -- Section 2: Effective teaching: insights from specific countries -- Section 3: Effective teaching: comparison across countries -- Section 4: Effective teaching and its correlates -- Section 5: Effective teaching in complex environments: Differentiation and adaptive teaching -- Epilogue -- Conclusion. |
| Record Nr. | UNINA-9910731411403321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Student Feedback on Teaching in Schools : Using Student Perceptions for the Development of Teaching and Teachers / / edited by Wolfram Rollett, Hannah Bijlsma, Sebastian Röhl
| Student Feedback on Teaching in Schools : Using Student Perceptions for the Development of Teaching and Teachers / / edited by Wolfram Rollett, Hannah Bijlsma, Sebastian Röhl |
| Autore | Rollett Wolfram |
| Pubbl/distr/stampa | Springer Nature, 2021 |
| Descrizione fisica | 1 online resource (xiii, 271 pages) |
| Soggetto topico |
educational media research
Avaluació dels professors |
| Soggetto genere / forma | Llibres electrònics |
| Soggetto non controllato |
Student Perception of Teaching Quality
Student Feedback Teacher Development Teacher Professionalization School Accountability School Assessments School Improvement Teacher Education Student Perception for Development of Education Student Voice Student Ratings of Instruction Student Ratings of Classroom Climate Classroom Observation Measures Teaching Effectiveness Teaching Quality in Primary School Student Surveys Data Use in Schools Open Access |
| ISBN | 3-030-75150-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Measuring Student Perceptions of Teaching: Reliability, Validity, and Theoretical Considerations -- A Reflection on Student Perceptions of Teaching Quality from Three Psychometric Perspectives: CCT, IRT and GT -- Student Perceptions of Teaching Quality: Dimensionality and Halo Effects -- The Quality of Student Perception Questionnaires: A Systematic Review -- A Probabilistic Model for Feedback on Teachers’ Instructional Effectiveness: Its Potential and the Challenge of Combining Multiple Perspectives -- Understanding (Dis)Agreement in Student Ratings of Teaching and the Quality of the Learning Environment -- Student Ratings of Teaching Quality Dimensions: Empirical Findings and Future Directions -- Using Student Feedback for the Development of Teaching and Teachers -- Functions and Success Conditions of Student Feedback in the Development of Teaching and Teachers -- Effects of Student Feedback on Teaching and Classes: An Overview and Meta-Analysis of Intervention Studies -- Relevant Conditions for Teachers’ Use of Student Feedback -- Student Feedback as a Source for Reflection in Practical Phases of Teacher Education -- Reciprocal Student–Teacher Feedback: Effects on Perceived Quality of Cooperation and Teacher Health -- Relating to Other Fields of Research -- Student Voice and Student Feedback: How Critical Pragmatism Can Reframe Research and Practice -- What Can We Learn from Research on Multisource Feedback in Organizations? -- Lessons Learned from Research on Student Evaluation of Teaching in Higher Education -- Discussion and Future Directions16 Student Feedback on Teaching in Schools: Current State of Research and Future Perspectives. |
| Record Nr. | UNINA-9910494568103321 |
Rollett Wolfram
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| Springer Nature, 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Teaching performance assessments as a cultural disruptor in initial teacher education : standards, evidence and collaboration / / Claire Wyatt-Smith, Lenore Adie, Joce Nuttall, editors
| Teaching performance assessments as a cultural disruptor in initial teacher education : standards, evidence and collaboration / / Claire Wyatt-Smith, Lenore Adie, Joce Nuttall, editors |
| Pubbl/distr/stampa | Gateway East, Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (243 pages) |
| Disciplina | 371.102 |
| Collana | Teacher Education, Learning Innovation and Accountability |
| Soggetto topico |
Teaching - Evaluation
Formació del professorat Avaluació dels professors |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-3705-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910495209403321 |
| Gateway East, Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Validity of educational assessments in Chile and Latin America / / Jorge Manzi, Maria Rosa Garcia, Sandy Taut, editors
| Validity of educational assessments in Chile and Latin America / / Jorge Manzi, Maria Rosa Garcia, Sandy Taut, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (453 pages) |
| Disciplina | 371.26 |
| Soggetto topico |
Educational tests and measurements - Chile - Evaluation
Education - Chile - Evaluation Tests i proves en educació Avaluació educativa Avaluació dels professors |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-78390-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- 1 Introduction -- 1.1 A Book on Validity -- 1.2 Conceptual Contributions -- 1.3 Technical Contributions -- 1.4 Chapters That Illustrate Validation Processes -- 1.4.1 Based on Multiple Evidence -- 1.4.2 Based on Specific Evidence -- 1.5 Challenges Around Validity -- 1.6 To Conclude: Book Structure -- References -- 2 Is Validation a Luxury or an Indispensable Asset for Educational Assessment Systems? -- 2.1 The Modern Definition of Validity and Validation -- 2.2 The History of Validity -- 2.2.1 Early Definitions of Validity -- 2.2.2 Messick's Unified Construct of Validity -- 2.2.3 Cronbach's Notion of Validation -- 2.2.4 Kane's Contribution on Validity Arguments -- 2.2.5 Are Consequences of Testing Part of Test Validation? -- 2.3 The Standards for Educational and Psychological Testing -- 2.3.1 Evidence Based on Test Content -- 2.3.2 Evidence Based on Response Processes -- 2.3.3 Evidence Based on Internal Structure -- 2.3.4 Evidence Based on Relations to Other Variables -- 2.3.5 Evidence Based on Consequences of Testing -- 2.3.6 Validation as Integration of Different Types of Evidence -- 2.4 The Political Dimension of Validation -- References -- Part I Validity of Student Learning Assessments -- 3 How to Ensure the Validity of National Learning Assessments? Priority Criteria for Latin America and the Caribbean -- 3.1 Introduction -- 3.2 What Does It Mean to Validate Assessments? -- 3.3 Validation Criteria -- 3.4 Dimension of Test Alignment with the Official Curriculum -- 3.4.1 Criterion 1: The Design of the Assessment is Justified in Reference to the Curriculum -- 3.4.2 Criterion 2: The Assessment Domain is Operationalized by Taking into Consideration Actual Student Learning -- 3.4.3 Criterion 3: Test Results Allow Accurate and Unbiased Monitoring of the Achievement of Curricular Learning Over Time.
3.5 Dimension of Curricular Validity of Performance Levels -- 3.5.1 Criteria: 4. Performance Levels Are Aligned with the Curriculum and 5. Performance Levels Are Operationalized with Actual Student Learning in Mind -- 3.5.2 Criterion 6: Performance Levels Describe Qualitatively Different Stages of Learning -- 3.5.3 Criterion 7: Performance Levels Balance Stability and Change in the Context of a Dynamic Curriculum Policy -- 3.6 Dimension of Consequential Validity of the Assessments -- 3.6.1 Criteria: 8. Assessment Results Are Effectively Communicated, and 9. There Are Formal Mechanisms to Support the Use of Assessments to Improve Learning -- 3.6.2 Criterion 10: There Are Formal Mechanisms to Monitor the Impact of Assessments on the Education System -- 3.7 Conclusions -- References -- 4 Contemporary Practices in the Curricular Validation of National Learning Assessments in Latin America: A Comparative Study of Cases from Chile, Mexico, and Peru -- 4.1 Introduction -- 4.2 Methodology -- 4.3 Curriculum Validation Practices in Latin America -- 4.3.1 Dimension of Test Alignment with the Official Curriculum -- 4.3.2 Dimension of Curricular Validity of the Performance Levels -- 4.3.3 Dimension of Consequential Validity of Assessments -- 4.4 Achievements, Challenges, and Implications for a Validation Agenda -- References -- 5 Learning Progress Assessment System, SEPA: Evidence of Its Reliability and Validity -- 5.1 Introduction -- 5.2 Learning Progress Assessment System, SEPA -- 5.3 Routine Validation Agenda in SEPA -- 5.3.1 Arguments Based on the Content of SEPA Tests -- 5.3.2 Validity Evidence on Internal Test Structure -- 5.3.3 Reliability Checks -- 5.3.4 Fairness Checks -- 5.4 Occasional Validation Studies Agenda in SEPA -- 5.4.1 Evidence on the Relationship with Other Variables: Correlation with SIMCE. 5.4.2 Usage Studies as Validity Evidence Based on Consequences -- 5.5 Conclusions -- References -- 6 Validation Processes of the National Assessment of Educational Achievements-Aristas: The Experience of the INEEd (Uruguay) -- 6.1 The Standardized Assessment in Uruguay and the Creation and Development of the INEEd -- 6.1.1 Standardized Assessment in Uruguay -- 6.1.2 The Creation and Development of the INEEd -- 6.2 Aristas, the National Assessment of Educational Achievement -- 6.2.1 Reading -- 6.2.2 Mathematics -- 6.2.3 Social-Emotional Skills -- 6.2.4 School Life, Participation and Human Rights -- 6.2.5 Family Context and School Environment -- 6.2.6 Learning Opportunities -- 6.3 Validation Processes for the Use of Aristas Results -- 6.3.1 Evidence of Content-Related Validity of Reading and Mathematics Tests: Defining the Conceptual Framework and Itemization Process -- 6.3.2 Evidence of Validity Associated with the Internal Structure of Reading and Mathematics Tests: Psychometric Analysis -- 6.3.3 Evidence of Validity Associated with the Content of the Social-Emotional Skills Instrument: Definition of the Conceptual Framework and Process of Itemization -- 6.3.4 Evidence of Validity Associated with the Internal Structure of the Social-Emotional Skills Instrument: Psychometric Analysis of the Instrument -- 6.4 Conclusions: Challenges Regarding the Use of Evaluation -- References -- 7 The Validity and Social Legitimacy of the Chilean National Assessment of Learning Outcomes (SIMCE): The Role of Evidence and Deliberation -- 7.1 A Brief History of SIMCE -- 7.2 The External Committees Convened to Revise SIMCE -- 7.2.1 A Comprehensive Evaluation Framework for Judging SIMCE -- 7.3 Evidence to Support the Validity of SIMCE Result Interpretations -- 7.3.1 Validity as a Relation to Other Measures -- 7.3.2 Validity as Curriculum Alignment. 7.3.3 Validity of the Interpretation of Comparisons Between years -- 7.3.4 Quality of Education: More Than SIMCE and More Than Learning Achievement -- 7.3.5 Validity as Consequences and Impact of SIMCE -- 7.4 On the Social Legitimacy and Political Feasibility of SIMCE -- 7.4.1 Two SIMCE Review Committees to Address Crises of Social and Political Legitimacy -- 7.5 Conclusions and Discussion -- 7.5.1 A Validation Agenda not Only for SIMCE but also for the Categorization of Schools and the Quality Assurance System -- 7.5.2 The Institutionality for Conducting a Validation Agenda -- 7.5.3 On the Social Justification and Political Viability of the National Assessment System -- References -- Part II Validity of International Assessments -- 8 Test Comparability and Measurement Validity in Educational Assessment -- 8.1 What is Comparability and Why is It Important for Validity? -- 8.1.1 Comparability Between Scores from Different Forms of a Test, Applied on the Same Occasion -- 8.1.2 Comparability Between Scores from Different Forms of a Test, Applied on Different Occasions -- 8.1.3 Comparability Between National and International Test Results -- 8.1.4 Comparability Between Scores from Tests Administered to Different School Levels or Grades -- 8.1.5 Comparability Between Scores from the Same Test Administered to Different Populations or Sub-populations -- 8.1.6 Comparability Between Results from Same Test Administered with Different Devices, to Equivalent Populations -- 8.2 Technical Considerations for Comparability Between Forms from the Same Test: Equating Between Forms -- 8.2.1 Equating Designs -- 8.2.2 Psychometric Methodology to Equate Forms -- 8.3 Technical Considerations on Comparability Between Measurements from Different Occasions: Non-Equivalent Groups -- 8.3.1 Equating Designs -- 8.3.2 Psychometric Methodology to Equate Forms. 8.4 Technical Considerations on Comparability Between National and International Tests: Alignment and Concordance Between Scores -- 8.5 Conclusions -- 8.6 Appendix: Suggested Readings for Further Discussion on Issues of Comparability -- References -- 9 Measurement of Factor Invariance in Large-Scale Tests -- 9.1 Introduction -- 9.2 Why is It Necessary to Measure Invariance in Large-Scale Testing? -- 9.3 Measurement Invariance and Measurement Bias -- 9.3.1 Measurement Bias -- 9.3.2 Invariance -- 9.4 Measurement of Invariance and Validity -- 9.5 An Approach to the Factor Analysis Model -- 9.6 Factor Invariance Levels -- 9.6.1 Configural -- 9.6.2 Strict -- 9.7 Goodness-of-Fit Indices to Assess Levels of Invariance -- 9.8 Other Aspects of Invariance Measurement -- 9.8.1 Measurement Invariance and Prediction Invariance -- 9.8.2 What to Do When There is no Measurement Invariance? -- 9.9 An Example: Measuring Factor Invariance of the PISA 2015 Environmental Awareness Scale -- 9.9.1 Background -- 9.9.2 Method -- 9.9.3 Results -- 9.9.4 Synthesis of Findings from the Example -- 9.10 Conclusions -- References -- 10 Invariance of Socioeconomic Status Scales in International Studies -- 10.1 Introduction -- 10.2 Theoretical Framework -- 10.3 Methodology -- 10.3.1 Data -- 10.4 Analytical Strategy -- 10.5 Results -- 10.6 Discussion -- 10.7 Conclusions -- References -- 11 Measuring Attitudes Towards Gender Equality in International Tests: Implications for Their Validity -- 11.1 Introduction -- 11.2 The International Civic and Citizenship Education Study (ICCS) 2009 -- 11.2.1 Construction of Scales and Comparability -- 11.3 Studies on Gender Attitudes in Students -- 11.3.1 Measuring Attitudes Towards Gender Equality: Rights, Roles and Spaces for Participation -- 11.4 Data, Variables and Methods -- 11.4.1 Data -- 11.4.2 Variables -- 11.4.3 Method -- 11.5 Results. 11.5.1 One-Dimensional Model Evaluation of Attitudes Towards Gender Equality. |
| Record Nr. | UNINA-9910503004203321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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