Foremost, I would like to express my sincere gratitude to my teacher Sir Edgardo M. dela Cruz for the continuous support of my research, for his patience, motivation, enthusiasm, and immense knowledge.
His guidance helped me in all the time of research and writing of this thesis. I could not have imagined having a better teacher and mentor for my Thesis Writing. I thank my fellow classmates who have motivated me to do my thesis I would like to thank my family for motivating me and supporting me spiritually throughout my life. I would never have been able to finish this thesis without the guidance of our God, help and support from my parents, friends and teachers.
Chapter 1: The Problem and a Review of
The first section of this report examines research and literature pertaining to student perception surveys. Hanover reviews research on the reliability of student surveys in K-12 education and identifies two widely-used surveys that have been studied extensively. We also comment on the effectiveness of student surveys for evaluating teacher performance by identifying advantages and disadvantages, examining the frequency on which they are used, and analyzing potential compositions of multiple-factor evaluation systems. Lastly, we report on the use of student feedback for professional development.
In order to be considered for high-stake scenarios such as teacher evaluations, student perception surveys must reliably evaluate teacher effectiveness. The primary methods currently used to evaluate teacher performance are classroom observations and valueadded factors such as standardized test scores. Therefore, research on determining the validity of student surveys has focused on benchmarking student feedback against these well-established methods, primarily in relation to student achievement gains.
Research on student perception surveys in K-12 education is not extensive and is limited to a handful of studies that have been published since 2000. Although the researchers have used different instruments and research designs, , their studies generally conclude that survey results can accurately predict student achievement gains, suggesting that student feedback can be used as a reliable measure of teacher effectiveness.
Researchers emphasize that the validity of student perceptions is dependent on the instrument used, meaning the survey itself.1 Therefore, a major aspect of research is focused on determining the validity of surveys by evaluating their content validity and predictive validity. Content validity is the degree to which the survey is measuring what it is actually attempting to measure (teacher quality), and is established through the development of cogent questions. Predictive validity is the ability of the survey to predict scores on a similar measure, such as student achievement gains on standardized tests