Student assessment of teaching as a source of information about aspects of teaching quality in multiple subject domains: an application of multilevel bifactor structural equation modeling.

摘要: Research on educational effectiveness most often uses student assessments of classroom instruction for measuring aspects teaching quality. Given that crucial inferences the success education are based these assessments, it is essential to ensure they provide valid indicators. In this study, we illustrate application an innovative a multilevel bifactor structural equation model (ML-BFSEM) examine validity assessments. Analyzing large-scale data set 12,077 fourth-grade students in three countries (Finland, Norway, and Sweden), find (i) quality subject domain factors can be established; (ii) metric scalar invariance could established ML-BFSEM approach across countries; (iii) significant relations between students' how easy teacher understand achievement all subjects exist. support substantive research, demonstrate methodological representing complex nature We finally encourage researchers advance ML-BFSEM.