Unravelling the challenges of the data-based approach to teaching improvement

Michelle Helms-Lorenz*, Adrie J. Visscher

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

1 Citation (Scopus)
3 Downloads (Pure)

Abstract

The goal of this article is to clarify and unravel the complexity and challenges of improving teaching quality, based on measuring teaching quality and feeding back the results to teachers. We analyze different conceptualizations of teaching quality, and synthesize a framework for conceptualizing teaching quality in educational practice. We explain the pros and cons of four types of instruments for measuring teaching quality. Next, we scrutinize the requirements of effectively feeding back teaching quality data and the requirements for effective actions to improve teaching quality. We conclude with implications for improving the consequential validity of teaching quality measurements.

Original languageEnglish
JournalSchool effectiveness and school improvement
DOIs
Publication statusE-pub ahead of print/First online - 29 Jun 2021

Keywords

  • consequential validity
  • data-based improvement
  • Teaching quality

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