Developing an Instrument for Teacher Feedback: Using the Rasch Model to Explore Teachers' Development of Effective Teaching Strategies and Behaviors

Rikkert van der Lans*, Wim van de Grift, Klaas van Veen

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Abstract

This study connects descriptions of effective teaching with descriptions of teacher development to advance an initial understanding of how effective teaching may develop. The study's main premise is that descriptions of effective teaching develop cumulatively where more basic teaching strategies and behaviors are required before teachers may advance to more complex teaching behaviors. The sample incorporates teaching behaviors observed across 878 classrooms. Teaching behaviors were observed using the International Comparative Analysis of Learning and Teaching (ICALT) observation protocol. Using Rasch analysis, the study reveals that 31 of 32 effective teaching behaviors fit cumulative ordering. The ordering also parallels descriptions of teacher development. Together the results indicate that the instrument is a potentially useful tool to describe teachers' development of effective teaching.
Original languageEnglish
Pages (from-to)247-264
Number of pages18
JournalJournal of experimental education
Volume86
Issue number2
Early online date6-Jan-2017
DOIs
Publication statusPublished - Apr-2018

Keywords

  • Rasch model
  • teacher development
  • teacher effectiveness
  • teacher evaluation
  • teaching quality
  • ITEM RESPONSE THEORY
  • PROFESSIONAL-DEVELOPMENT
  • STUDENT
  • CONCEPTUALIZATION
  • OUTCOMES
  • SKILLS

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