The Valence of Teacher Performance Feedback and Its Consequences: Examining a Critical Mechanism of Reformed Teacher Evaluation Systems. EdWorkingPaper No. 22-676
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| Název: | The Valence of Teacher Performance Feedback and Its Consequences: Examining a Critical Mechanism of Reformed Teacher Evaluation Systems. EdWorkingPaper No. 22-676 |
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| Jazyk: | English |
| Autoři: | Seth B. Hunter, Matthew P. Steinberg, Annenberg Institute for School Reform at Brown University |
| Zdroj: | Annenberg Institute for School Reform at Brown University. 2024. |
| Dostupnost: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 64 |
| Datum vydání: | 2024 |
| Druh dokumentu: | Reports - Research Tests/Questionnaires |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Elementary Secondary Education |
| Descriptors: | Teacher Evaluation, Evaluation Methods, Feedback (Response), Teacher Improvement, Academic Achievement, Self Evaluation (Individuals), Evaluators, Teacher Effectiveness, Classroom Observation Techniques, Productivity, Urban Schools, School Districts, Educational Change, Educational Policy, Certification, Training, Accountability, Teacher Characteristics, Kindergarten, Elementary Secondary Education, English Teachers, Mathematics Teachers, Reading Tests, Mathematics Tests, Reading Teachers, Achievement Tests, Scores, Value Added Models |
| Abstrakt: | Districts nationwide have increased the frequency of teacher evaluations. Yet, we know little about the role of evaluator feedback for teacher improvement. Using unique classroom observation-level data, we use evaluator ratings and teacher self-assessments of teacher performance to rigorously examine (positive and negative) feedback valence from the teacher's perspective and its consequences. While teachers and evaluators similarly rate performance, there's significant variability in teacher-evaluator ratings. Teacher performance improves across multiple within-year classroom observations, though evaluator ratings likely overstate improvements among the lowest-performing teachers. While negative feedback from evaluators likely improves within-year teacher performance and may improve their productivity regarding student achievement, statistically insignificant yet practically meaningful evidence suggests it may also push teachers toward schools with more positive feedback. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Přístupové číslo: | ED672205 |
| Databáze: | ERIC |
| Abstrakt: | Districts nationwide have increased the frequency of teacher evaluations. Yet, we know little about the role of evaluator feedback for teacher improvement. Using unique classroom observation-level data, we use evaluator ratings and teacher self-assessments of teacher performance to rigorously examine (positive and negative) feedback valence from the teacher's perspective and its consequences. While teachers and evaluators similarly rate performance, there's significant variability in teacher-evaluator ratings. Teacher performance improves across multiple within-year classroom observations, though evaluator ratings likely overstate improvements among the lowest-performing teachers. While negative feedback from evaluators likely improves within-year teacher performance and may improve their productivity regarding student achievement, statistically insignificant yet practically meaningful evidence suggests it may also push teachers toward schools with more positive feedback. |
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