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| Échelle d'efficacité de l'enseignement× | Échelle du Climat Scolaire× | |
|---|---|---|
| Domaine | Psychologie de l'éducation | Psychologie de l'éducation |
| Famille | Process / pipeline | Process / pipeline |
| Année d'origine | 1982 | 1982 |
| Auteur d'origine≠ | Herbert Marsh | Charles S. Anderson, Wayne Hoy |
| Type≠ | Teacher effectiveness rating scale | School climate assessment instrument |
| Source fondatrice≠ | Marsh, H. W. (1982). SEEQ: a reliable, valid, and useful instrument for collecting students' evaluations of university teaching. British Journal of Educational Psychology, 52(1), 77-95. DOI ↗ | Anderson, C. S. (1982). The search for school climate: a review of the research. Review of Educational Research, 52(3), 368-420. DOI ↗ |
| Alias | TES, Instructor Effectiveness Rating | SCS, School Environment Measurement |
| Apparentées | 4 | 4 |
| Résumé≠ | The Teaching Effectiveness Scale (TES) is a validated instrument designed to measure students' perceptions of instructor effectiveness across multiple dimensions. The most widely known version, the Student Evaluation of Educational Quality (SEEQ), developed by Marsh (1982), assesses nine dimensions of teaching including learning value, enthusiasm, organization, group interaction, and course difficulty, providing comprehensive feedback on instructor performance. | The School Climate Scale (SCS) is an institutional assessment tool that measures the overall social and emotional environment of a school. Grounded in organizational climate research, instruments such as Hoy and Tarter's Organizational Climate Description Questionnaire (OCDQ) evaluate dimensions including principal leadership, teacher collaboration, student relationships, and school safety, providing schools with data on the intangible but crucial aspects of school life that affect student outcomes and well-being. |
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