The article “Primary school students’ ratings of teaching – do they differentiate between subjects and teachers?” by Svenja Rieser and Alexander Naumann aims to provide empirical evidence for and against the valid use of primary school students’ ratings of three generic dimensions of teaching quality – classroom management, supportive climate and cognitive activation. The researchers examined whether students discriminate between corresponding dimensions in different subjects, taking into account whether these subjects are taught by the same or different teachers. Using data from the German Trends in International Mathematics and Science Study 2015 assessment of 3,853 fourth graders (average age = 8.8 years, 195 classes), they conducted multilevel-multigroup confirmatory factor analysis. The results suggest that students only differentiate between subjects when taught by different teachers. The findings also imply that valid inferences from student assessments may be affected by students’ experiences with multiple teachers.