Trial lecture
Place: Auditorium 1, Helga Engs hus
Time: 10:00 - 10:45
Title: Lessons learned from analyzing teaching quality: implications for teachers’ professional development
Public Defence
Place: Auditorium 1, Helga Engs hus
Time: 12:00 -
Adjudication committee
- 1st opponent: Professor Leonidas Kyriakides, Department of Education of the University of Cyprus
- 2nd opponent: Prof. Dr. Benjamin Fauth, University of Tübingen, Institute for Educational Analysis Baden, Württemberg (IBBW)
- Chair of committee: Professor Kirsti Klette, Department of Teacher Education and School Research, University of Oslo, Norway
Chair of defence:
- Professor emeritus Glenn Ole Hellekjær, Department of Teacher Education and School Research, University of Oslo, Norway
Supervisors
- Supervisor: Researcher Trude Nilsen, Department of Teacher Education and School Research, University of Oslo, Norway
- Supervisor: Associate Professor Nani Teig, Department of Teacher Education and School Research, University of Oslo, Norway
Summary
This dissertation addresses the assessment of teaching quality in primary and secondary education in Norway, specifically focusing on two assessments: (1) through observer ratings obtained using the TEDS-Instruct standardized observation instrument, and (2) through student ratings obtained using the TIMSS 2019 student questionnaire. The overarching aim is to evaluate the plausibility of these two
assessments being valid for their proposed interpretations and uses — a process known as validation. To achieve this, the dissertation employs an argument-based approach to validation.
In line with the argument-based approach to validation, the dissertation first develops an interpretation and use argument, which outlines proposed interpretations and uses of the two assessments as well as adjoining claims and inferences that can be evaluated. Student ratings of teaching quality obtained usingthe TIMSS 2019 student questionnaire were found to be used in three ways: (1) to help interpret changes in achievement over time, (2) to make comparisons across countries, and (3) to study relations between teaching quality and student learning outcomes. Observer ratings obtained using the TEDS-Instruct standardized observation instrument were found to be primarily used to study the relations between teaching quality and student learning outcomes.
Subsequent steps involved gathering theory and empirical evidence to determine the extent of support for the proposed interpretations and uses (validity). Of particular importance are the three articles incorporated in this dissertation, since they provide empirical evidence on various aspects related to reliability and validity. Moreover, to assist the validation effort, an extended theoretical background as well as methodology and methodological considerations are put forward. This comprehensive approach ensures a robust evaluation of the proposed interpretations and uses and provides the foundations for an in-depth discussion.
Results from the evaluation indicate that the two assessments can be used for their proposed interpretations and uses, but often only to a limited extent. Moreover, the extent to which the two assessments can be used for their proposed interpretations and purposes depends on the research design and the design of the instrument. Therefore, the discussion focuses on how to improve the instruments so they better fit their proposed purposes and consequently enhance validity.
While the dissertation primarily focuses on validating the interpretations and uses of two specific instruments in the Norwegian context, the information presented, particularly in the theory and discussion chapters, is broadly applicable to the field of teaching quality and its assessment, with a focus on student or observer ratings. This broader applicability underscores the significance of the dissertation to the global discourse on teaching quality assessment.