Abstract
Feedback is an essential ingredient for professional growth, but teachers receive limited feedback that is actually useful. Audrey Amrein-Beardsley and Tray Geiger discuss the flaws in two common forms of teacher feedback, value-added measures and classroom observations, often used as part of a summative evaluation. They suggest that student evaluations can add important data to help teachers improve, especially if used formatively and not to inform high-stakes decisions. They offer general guidance on how to construct and administer these surveys.
Original language | English (US) |
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Pages (from-to) | 49-53 |
Number of pages | 5 |
Journal | Phi Delta Kappan |
Volume | 103 |
Issue number | 8 |
DOIs | |
State | Published - May 2022 |
Keywords
- feedback
- formative
- improvement
- professional growth
- student surveys
- teacher evaluation
ASJC Scopus subject areas
- Education