112 Conclusion and discussion of the findings and implications for educational practice and for future research help and have another student complete assignments on its own, or to give more diff icult or easier assignments to some students. An external observer or students in the classroom cannot take such teacher intentions into account when rating teaching quality. An interview with the teacher at the end of the lesson may provide this information. Teachers can also self-assess their own lesson just taught, based on similar items as those the students and the external observer use. Self-evaluation of the lesson may increase teachers’ awareness of discrepancies between students’ or observers’ ratings on the one hand, and their own ratings on the other. In future research, it would be interesting to investigate how different teaching quality measurements can be combined in research and practice to capture the whole picture of teaching quality.
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