Document Type
Article
Publication Date
6-1-2015
Keywords
Self-reported measures, teacher quality, reference group bias, anchoring vignettes methods, PISA study.
Abstract
Self-reports are an indispensable source of information in education research but might be affected by reference group bias if the frame of reference (i.e. implicit standards), used to answer the questions, differs across students. The anchoring vignettes method was introduced, in other areas of social science, precisely to correct for this source of bias. However, studies that make use of this approach in education are rare and more research is needed to study its potential. This paper uses data from PISA 2012 to investigate the use of the parametric model of the anchoring vignettes method to correct for differential implicit standards in cross-country comparisons of student’s perceptions of an important dimension of teacher quality: teacher’s classroom management. Our results show significant heterogeneity in implicit standards across countries. We also show how correlations between countries’ average teacher classroom management levels and external variables can be improved substantially when heterogeneity in implicit standards is adjusted for. We conclude that the anchoring vignettes method shows a good potential to enhance the validity and comparability of self-reported measures in education.
Series Title
EDRE Working Paper
Series Number
2015-01
Citation
Vonkova, H., Zamarro, G., DeBerg, V., & Hitt, C. (2015). Comparisons of Student Perceptions of Teacher's Performance in the Classroom: Using Parametric Anchoring Vignette Methods for Improving Comparability. Education Reform Faculty and Graduate Students Publications. Retrieved from https://scholarworks.uark.edu/edrepub/47
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Other Educational Administration and Supervision Commons
