ERIC Number: EJ1383531
Record Type: Journal
Publication Date: 2022-Dec
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
What Makes Classroom Observation Feedback Useful? The Perceptions of Secondary Math and English Teachers
Frasier, Amanda Slaten
Voices of Reform, v5 n1 Article 2 p40-58 Dec 2022
Teachers (n=14) at four high schools in North Carolina were interviewed about their perspectives of evaluation policy at two time points during the 2016-2017 school year. This study specifically examined statements teachers made about feedback from observations using de-identified interview transcripts. Teachers discussed feedback from formal observations along with other sources of informal observational feedback (e.g., coaches, peers). Overall, teachers described useful feedback as that which provided actionable recommendations informed by the observer's knowledge of three domains: the classroom context (as aided by the frequency and timing of observations), subject area, and pedagogy. Teachers also identified two aspects of formal evaluation that interfered with feedback: breadth of the observational standards and use as a growth measure.
Descriptors: Observation, Feedback (Response), Secondary School Teachers, Mathematics Teachers, English Teachers, Teacher Attitudes, Teacher Evaluation
Nina B. Hollis Institute for Educational Reform. 421 North Woodland Blvd, DeLand, FL 32723. Tel: 386-822-7081; Web site: https://www.voicesofreform.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A