Research on STeP Survey
The STeP (Survey of TEacher Practice) survey has gone through an extensive validation project conducted by national experts in survey validation at Vanderbilt University. We used the best research available and the most advanced techniques to evaluate each item on the survey for its reliability and validity.
The survey was developed by following the research based validation framework below. The framework provides multiple sources of evidence for construct validity (evidence that you are measuring the construct you are trying to capture).
To see a complete report on the results from the student survey validation work as part of Race to the Top in Georgia, please download the full paper here or see the research brief here. Further data was collected from teachers on how useful they found the student survey and the feedback reports. See the report here. We’ve also extensively tested the relationship between the STeP survey and observation rubrics such as the Danielson Framework. You can find the report here.
The STeP survey has also been documented nationally in a report from the MET project as well as a reliability study through the Regional Education Lab at Wested and written about more extensively in the Hanover Report on student surveys.
This is not the first time student surveys have shown a relationship to important outcomes. Previous research indicates that student ratings are both valid and reliable in k-12 settings.
Student Surveys in K-12 Education
- Student surveys are a reliable and valid measure of teacher effectiveness (Peterson et al., 2000) and are highly correlated with gains in student achievement (Kyriakides, 2005).
- Student surveys can be more accurate in predicting student achievement than teacher self-ratings, principal ratings or principal summative evaluations (Wilkerson, et al 2000).
- Measures of Effective Teaching Project (2010) – Significant and positive correlation with value-added student achievement in both reading and math in 7 districts across the country.