Comparisons of Student Perceptions of Teacher\u27s Performance in the Classroom: Using Parametric Anchoring Vignette Methods for Improving Comparability

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

Supplementary_material_(Fig_and_tables) – Supplemental material for Enhancing the Cross-Cultural Comparability of Self-Reports Using the Overclaiming Technique: An Analysis of Accuracy and Exaggeration in 64 Cultures

<p>Supplemental material, Supplementary_material_(Fig_and_tables) for Enhancing the Cross-Cultural Comparability of Self-Reports Using the Overclaiming Technique: An Analysis of Accuracy and Exaggeration in 64 Cultures by Hana Vonkova, Ondrej Papajoanu and Jiri Stipek in Journal of Cross-Cultural Psychology</p