16 The reliability and construct validity of student perceptions of teaching quality teachers’ insight into the strengths and weaknesses of their teaching, their reflection, and their improvement-oriented actions, and does it help to improve the quality of their teaching? The feedback was provided to teachers by means of the Impact! tool. Teachers using the tool had access to a private web-environment where they could choose which lesson they wanted to receive feedback on. At the end of that lesson, students were asked to respond to the 16 items of the Impact! questionnaire on their digital device. To answer the research question, a randomized controlled trial was conducted. Mathematics teachers in the experimental group (n = 26) used the Impact! tool at the end of the lessons they chose, to collect student perceptions of teaching quality (13- to 14-year-old students, n = 717). Teachers in the control group (n = 32) did not use the Impact! tool during the research period of 4 months. Questionnaires (including questions on teacher and student background characteristics and the extent of teachers’ professional reflection) were administered to teachers (n = 58) and students (n = 1489) in both groups at the pretest and the posttest. Teachers in the experimental group completed two additional, digital questionnaires during the intervention period about whether they had obtained insight into where they could improve their lessons, and about whether they had undertaken improvement-oriented actions during the follow-up lessons and/or outside those lessons. Descriptive statistics were calculated for the frequency of Impact! use by teachers. Bar charts were made to show the extent of teachers’ insight into where they could improve their lessons, and to examine the number of improvement-oriented actions undertaken by teachers. The development of teachers’ professional reflection was also analysed. A four-step multilevel modelling procedure was used to investigate the development of teaching quality over time. 1.6.4 Factors influencing teachers’ use of digital student feedback to improve their teaching In this final study, we used a qualitative research approach with semistructured interviews with teachers and students. Eight teachers and 21 of their students who participated in the Impact! project were interviewed about their perceptions of the influence that factors known to influence data use in general had on teachers’ use of Impact! student feedback to improve their teaching. Using a comparative case study approach, two teachers were also
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