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

6 Citations (Scopus)
64 Downloads (Pure)


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
Pages (from-to)125-147
Number of pages23
JournalSchool effectiveness and school improvement
Issue number1
Early online date29 Jun 2021
Publication statusPublished - 2 Jan 2022


  • consequential validity
  • data-based improvement
  • Teaching quality


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