The question of teaching quality is not a new one. Since the period of enlightenment specific culture-historic criteria were used to evaluate the quality of institutionalized teaching. In consequence lots of theories give answers from the perspectives of their approach and on different aspects of teaching quality (Prengel et al. 2008).

Today in classroom research it seems to be widely consensus that teachers are up to mediate what students are able to perceive which turns out to be a factor rarely to define within heterogeneous classes as they usually are in schools (cf. Lüders 2011; Boyle, Charles 2011). Thus, and with the empirical turn in research on teaching the instrument of student feedback of instructional features became popular. Beneath summative evaluations of students’ level of proficiency evaluations by student feedbacks are more and more commonly applied in the everyday life at schools with consequences to school- and teaching development. The use of student ratings of teaching quality is linked to the suggestion and moreover to the requirement that those assessments are valid (Böhm-Kaspar/Weishaupt 2008). This is especially the case if student feedback is not only collected in one but in several school subjects. The latter one demands that student ratings of instruction reflect not only individual distorted perceptions and judgement tendencies but also subject specific perceptions of teaching quality. Up to now a large body of empirical research has proven the construct and prognostic validity of student ratings of instruction even if they are not free of biasing factors (e.g. Greenwald 1997, Aleamoni 1999, Ditton 2002, Greimel-Fuhrmann/Geyer 2005). But the majority of these studies usually examined the perceived teaching quality in just one subject. Only a few studies investigated this issue in two or more subjects (e.g. Gruehn 2000, Wagner 2008). Though Gruehn could show that seventh graders’ ratings of instruction were mainly subject specific it is still an open question if this result can be replicated in other studies. Furthermore nearly unexplored is the question whether the sequence of measuring different subjects’ classroom instruction has an effect on its student assessments.

Thus, the following research questions arise:

1. Can subject specific differences be observed in the students’ feedbacks on teaching quality?
2. Are there variances in the sequencing of different subjects?

The collected data are based on well tested scales and established theoretical constructs of teaching quality (i.a. Ditton 2002, Clausen 2002, Klieme et al. 2005). With the analyses we intend to deepen the understanding of student feedbacks on teaching quality by extending the empirical base on this essential topic of classroom research. Furthermore our study is qualified by two quite unusual features: a) the students were asked on lessons in various subjects - Mathematics, German, and one chosen by special interests of the students (the profiling subject at Vocational schools) and b) the sequences of the surveyed subjects were mixed. With regard to this composition the results will be able to extract differences of students’ perceptions of teaching quality over different subjects as well as effects of the questioned sequence. To the practical use of students’ feedbacks this might be relevant aspects because feedbacks are generally used to compare teaching quality and are suggested to show potentials of further teaching development. If high variances between various subjects or effects of sequences are disclosed, the use of students’ feedbacks across subjects, which is a common handling with feedbacks, has to be discussed. The feedback culture then might be adapted to this state.

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