Feedback for Teachers: What Evidence Do Teachers Find Most Useful?

Autor/inn/en	Guskey, Thomas R.; Link, Laura J.
Titel	Feedback for Teachers: What Evidence Do Teachers Find Most Useful?
Quelle	In: AASA Journal of Scholarship & Practice, 18 (2022) 4, S.9-20 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Feedback (Response); Teacher Attitudes; Student Evaluation; Formative Evaluation; Summative Evaluation; Elementary School Teachers; Secondary School Teachers; Mastery Learning; Instructional Improvement; Error Correction + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schulnote; Studentische Bewertung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterrichtsqualität; Korrektur
Abstract	The purpose of this exploratory, descriptive study was to investigate teachers' perceptions of three types of feedback on students' performance to guide instructional improvements. These include: (1) formative assessment error analyses, (2) mastery charts of class progress on formative assessments, and (3) summative assessment results comparisons with previously taught classes. Self-report survey data from 92, K-12 teachers involved in a pilot mastery learning program revealed that analyses of students' errors on formative assessments were consistently rated the most useful in planning corrective instruction and in making instructional improvements. Mastery charts and summative assessment results were considered more useful in evaluating the overall effectiveness of mastery learning and in revising implementation procedures. Implications for professional learning and program implementation are discussed. (As Provided).
Anmerkungen	AASA, The School Superintendent's Association. 1615 Duke Street, Alexandria, VA 22314. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01