13 1 Likert scale (3 = totally agree, 2 = agree, 1 = disagree or 0 = totally disagree). If an item does not apply, the option not applicable (niet van toepassing in Dutch) can be used (this option was added to three items). The “i” button provides additional user information. Every time the tool is used, teachers receive a summary of the feedback the students have given; responses are displayed per student performance group (low, middle, high; see Figure 4.1a and 4.1b in chapter 4 of this dissertation), as indicated by the teacher. The feedback is confidential: the teacher does not know what an individual student answered. If the tool is used multiple times, then the change in the student ratings can be displayed per item. The tool is now available for primary, secondary, special and higher education and is mainly used for teacher development and research purposes. 1.5.1 Conceptualization of teaching quality To develop the Impact! questionnaire, the “teaching quality” construct was operationalized by first conducting a literature review of teacher effectiveness research, to identify characteristics of teaching that positively affects student learning. Several meta-analyses and other publications about effective teaching were found that pointed to a number of teaching practices that are effective for student learning (Creemers, 1994; Day et al., 2008; Fauth et al., 2014; Hattie, 2008; Muijs et al., 2014; Pianta & Hamre, 2006; Praetorius et al., 2018; Reynolds et al., 2014; Sammons et al., 1995; van de Grift, 2007). These practices were categorized using the following seven general characteristics of effective teaching: 1. creating a supportive and positive classroom climate; 2. well-organized and structured classroom management; 3. providing clear instruction; 4. adapting instruction to students’ needs; 5. teacher–student interaction; 6. the cognitive activation of students to promote deep learning; 7. assessing student learning during the lesson (formative assessment). Second, based on this, draft versions of the questionnaire were developed and iteratively discussed among the researchers. To require the least effort from students in answering the items, a standard set of a few items were
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