59 3 As described in the method section (also see Table 3.1), general teaching quality ratings were collected manually and were used as an initial measure of the quality of teachers’ teaching. It was expected that higher general teaching quality ratings from students would go together with higher ratings from students on the Impact! tool (e.g., van der Scheer et al., 2019). This did not prove to be the case, which is interesting, as it might reflect that rating one single lesson really is something different than rating teaching quality in general. The general ratings were collected in a manual way, which also may have influenced the ratings. On the other hand, one would expect (and hope) that there would be a correlation between multiple ratings of one single lesson of a teacher and the general rating of the quality of a teacher’s teaching. In this study, that relationship was studied across teachers. It would be interesting to investigate that relationship per teacher: How related are the lesson-specif ic teaching quality ratings of a teacher and the general ratings of teaching quality that a teacher receives? Can multiple ratings of individual lessons replace a general rating, or are these two types of ratings too different? Regarding the measurement timing, we considered whether students’ teaching quality ratings were collected in the morning or in the afternoon, and, on average, the measurement moment did not seem to be related to differences in the ratings. It is possible that more specif ic data, for example, whether the ratings were collected on Monday in the morning, or on Friday in the afternoon, would have led to different results, because students might be tired and not as engaged in the lesson when it takes place in the afternoon at the end of the week. 3.5.3 Implications for practice Insight into the factors that are related to and those that are unrelated to differences in student perceptions of teaching quality and the possible explanations for their role can strengthen the general awareness among teachers, school leaders, and researchers of the required nuanced and careful interpretation of student ratings (Fisher et al., 2006). For example, if a teacher receives high teaching quality ratings from their students, it is good to be aware that this could have to do with the fact that the teacher is a good teacher, with their likeability (for some reason), or with the fact that there are many highperforming students in the class in question (Arreola, 2007; Casey et al., 1997).
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