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Wilkerson, David James; Manatt, Richard P.; Rogers, Mary Ann; Maughan, Ron

doi:10.1023/a:1008158904681

Cited by 40 publications

(6 citation statements)

References 11 publications

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“…The study's authors found that students' perceptions were not only reliable, but possibly more accurate in predicting gains in student learning than observation protocols (Kane et al, 2013). Others found that student surveys about their teachers better predicted student scores on criterion-referenced tests than teacher self-ratings and principal ratings (Wilkerson, Manatt, Rogers, & Maughan, 2000). Additionally, student surveys remain relatively cheap and easy to administer.…”

Section: Broader Context Of the Studymentioning

confidence: 99%

“…Thus, those interested in improving teacher evaluations faced a tough choice. On the one hand, preliminary studies suggested that student reports might be an important, straightforward way to expand our approaches to evaluating teachers (Kane et al, 2013;Wilkerson et al, 2000). On the other hand, if teachers were not open to this approach, it seemed unlikely that the system would work well or that teachers would learn much from the student feedback.…”

Section: Broader Context Of the Studymentioning

confidence: 99%

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Questionnaires as interventions: can taking a survey increase teachers’ openness to student feedback surveys?

Gehlbach

Robinson²,

Finefter‐Rosenbluh

et al. 2017

Educational Psychology

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Administrators often struggle in getting teachers to trust their school's evaluation practices-a necessity if teachers are to learn from the feedback they receive. We attempted to bolster teachers' support for receiving evaluative feedback from a particularly controversial source: student-perception surveys. For our intervention, we took one of two approaches to asking 309 teachers how they felt about students evaluating their teaching practice. Control participants responded only to core questions regarding their attitudes towards studentperception surveys. Meanwhile, treatment participants were first asked whether teachers should evaluate administrators in performance reviews and were then asked the core items about studentperception surveys. Congruent with cognitive dissonance theory, this juxtaposition of questions bolstered treatment teachers' support for using student surveys in teacher evaluations relative to the control group. We discuss the implications of these findings with respect to increasing teacher openness to alternative evaluation approaches, and consider whether surveys show promise as a vehicle for delivering interventions. Shakespeare's winter of discontent may well apply to the current sentiment surrounding teacher accountability systems in the United States. Frustrated educational researchers lament that (over) emphasising test-score-based approaches to assessing teachers ignores major confounding factors such as poverty and the complexity of teaching (Berliner, 2013; Good, 2014; Koedinger, Booth, & Klahr, 2013). Teachers worry that they teach a narrower subset of curricula than ever before and that they often must spend, 'substantial instructional time on exercises that look just like the test-items' (Darling-Hammond, 2010, p. 71). To the chagrin of many policy-makers, almost all teachers continue to receive 'proficient' ratings despite principals reporting that the range of teacher competencies is more variable

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Section: Broader Context Of the Studymentioning

confidence: 99%

Section: Broader Context Of the Studymentioning

confidence: 99%

Questionnaires as interventions: can taking a survey increase teachers’ openness to student feedback surveys?

Gehlbach

Robinson²,

Finefter‐Rosenbluh

et al. 2017

Educational Psychology

View full text Add to dashboard Cite

show abstract

“…A review of the approaches to evaluate teacher effectiveness gave careful support for the use of teacher self-report measures while warning that they are susceptible to social desirability (Goe, Bell, and Little 2008). When various ratings have been compared, the best predictor of student achievement has been the students' ratings of their teachers, not the teachers' self-ratings or teacher ratings made by the principals (Wilkerson, Manatt, Rogers, and Maughan 2000). Wayne and Youngs (2003) reviewed studies on the relationship between student achievement gains and teachers' characteristics.…”

Section: Introductionmentioning

confidence: 99%

Outcomes of teacher education in Finland: subject teachers compared with primary teachers

Saloviita

2019

Journal of Education for Teaching

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An exit survey performed for graduating students is an economic way to assess the outcomes of teacher education. In this study, exit survey data were collected from eight cohorts of Finnish student teachers who graduated between the years 2008 and 2015. A final sample consisted of 1102 preservice primary and subject teachers. A 10-item scale based on INTASC standards of teacher competency was used to measure graduates' satisfaction regarding the knowledge and experience they had attained. This paper concentrates especially on the results of subject teachers and comparisons between the two teacher categories. The profile of the participants was uneven across domains. The highest means were observed in the domain of planning, while the lowest were in the domain of special education. Factor analysis of the scale produced two factors: instructional efficacy and pedagogic efficacy. Subject teachers scored higher than primary teachers in instructional efficacy, while primary teachers exceeded subject teachers in pedagogic efficacy. Arts, crafts and physical education teachers scored higher than other subject teacher groups. The results indicated the importance of teaching practice in the formation of teacher competence. In the future special attention should be given to the domains that obtained the lowest scores.

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“…SPS can form a useful part of such a combined approach since students have accumulated experience of their teacher over many lessons; it is relatively simple and cheap to collect their views; and SPS data is collected in a form that can easily be used as formative feedback for teacher development. Most importantly, student perception data has been found to be more reliable than most other forms of teacher evaluation: Students' own ratings of the effectiveness of their lessons were significantly more accurate in predicting student attainment on standardised tests than the ratings given by teachers or principals (Wilkerson, Manatt, Rogers, & Maughan, 2000).…”

Section: Subject-specific Student Perception Surveys As Teacher Evalu...mentioning

confidence: 99%

Measuring effective teaching: Student perceptions of their modern languages lessons in England

Molway

2021

System

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Untitled

Cited by 40 publications

References 11 publications

Questionnaires as interventions: can taking a survey increase teachers’ openness to student feedback surveys?

Questionnaires as interventions: can taking a survey increase teachers’ openness to student feedback surveys?

Outcomes of teacher education in Finland: subject teachers compared with primary teachers

Measuring effective teaching: Student perceptions of their modern languages lessons in England

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