100 Factors influencing teachers’ use of digital student feedback to improve their teaching It would also be interesting to investigate how teachers in such an intervention could be matched, based on teaching ratings (e.g., pairing high- and low-skilled teachers to work together on improving the teaching quality of the low-performing teacher) because this has proved to be effective (Papay et al., 2020). In such interventions, we also suggest triangulating measures of teaching quality, by conducting classroom observations and collecting student perception data. Teachers then could observe each other’s lessons and discuss the results of the teacher observations and student ratings of the same lessons. Teachers could also judge their own lessons themselves and compare the outcomes with the teaching quality ratings by observers and students (Heesen, 2021). Although we know that the three teaching quality measurements differ in terms of their results (Dobbelaer, 2019; van der Scheer et al., 2019), it may be interesting for teachers to compare the three perspectives on their lessons, reflect on potential causes of rating differences and use that information as a starting point for working on the improvement of the quality of their teaching.
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