The reliability and construct validity of student perceptions of teaching quality

Student perceptions of teaching quality allow teachers to obtain feedback on their lessons. However, the reliability and validity of student perceptions of teaching quality are subject of scientific debate. In this study, data of 717 students, all aged 14 or 15 years, taught by 26 different mathematic teachers in The Netherlands were analysed to assess the construct validity of student perceptions, using a combined Item Response Theory and Generalizability Theory model. Moreover, the global and local reliability of the scores were investigated. Results support the construct validity of the data. It was also found that the student scores are reliable measures of teaching quality. Reliability is achieved, using a D-study, with a minimum of 5 students conducting 3 separate lesson ratings at different time points. The findings support the use of these perceptions for the rating and teacher development. Limitations of the study and suggestions for future research are presented.