SEEQ-S: Leveraging Higher-Education Research to Validate Secondary Students’ Evaluations Teaching and Teacher Self-Evaluations (Poster 20)

• In Event: Saturday Poster Session 1:15 pm
  In Poster Session: Enhancing Teacher Efficacy Through Collaboration and Evaluation

Abstract

Leveraging the SEEQ instrument’s success in assessing university students' evaluations of teaching (SETs), we developed and validated SEEQ-S for secondary students and teacher self-evaluations as formative feedback tools. Students and teachers responded to parallel forms of SEEQ-S (8,100 students, 450 classes, 360 teachers). Multiple approaches to factor analysis of SEEQ-S’s 51 items supported SEEQ-S’s 15-factor structure for students and for teachers, and its invariance over two sets of ratings. Latent multitrait-multimethod analyses demonstrated convergent and discriminant validity of student and teacher responses. SEEQ-S fills a gap in teachers’ professional learning and development based on feedback from their students and self-evaluation, providing an important foundation for further secondary-school research and linking it to the vast university SET literature.

Authors

• Charlotte E. Knoester, Australian Catholic University

• Herbert W. Marsh, Australian Catholic University

• Johnmarshall Reeve, Australian Catholic University

• Jiesi Guo, Australian Catholic University

• Theresa Dicke, Australian Catholic University

• Mathew Pfeiffer, TXcel Education