Validity and reliability of student perceptions of teaching quality in primary education

Emmelien A. van der Scheer*, Hannah J.E. Bijlsma, Cees A.W. Glas

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

31 Citations (Scopus)
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A Bayesian IRT-model approach was used to investigate the validity and reliability of student perceptions of teaching quality. Furthermore, the student perceptions were compared with ratings of teaching quality by external observers. Grade 4 students (n = 675) filled out a questionnaire that was used to measure their opinions about the lessons of their teachers. Three lessons of 39 teachers were recorded and rated by 4 raters. The analyses showed that student perception and lesson observation scales fit best in an 11-dimensional model, which was an indication of construct validity and discriminant validity. Student perception scales were reliable, although not all items contributed to the scales to the same extent. Student ratings and lesson observations scores generally correlated moderately (ranging from r = .18 to r = .50). Higher correlations were found for scales with a similar content; however, no clear pattern was apparent. Suggestions for future research are presented.

Original languageEnglish
Pages (from-to)30-50
Number of pages21
JournalSchool effectiveness and school improvement
Issue number1
Early online date19 Nov 2018
Publication statusPublished - 2 Jan 2019


  • UT-Hybrid-D
  • Student perceptions
  • teaching quality
  • classroom observations


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