Development of the Teacher Feedback Observation Scheme: evaluating the quality of feedback in peer groups

Abstract

Research suggests that feedback is an essential element in learning. This study focuses on feedback that teachers provide in reciprocal peer groups to improve their performance in the classroom. The Teacher Feedback Observation Scheme (TFOS) was developed to identify feedback patterns, which approaches feedback as a multidimensional process. The TFOS helps acquire insights into the effectiveness of feedback, and provides information regarding the situations in which possible interventions can be undertaken if feedback is declining and becoming ineffective. This may especially be necessary when the communication of feedback is mediated by information and communications technology (ICT). The TFOS was piloted using videotaped sessions of three face-to-face groups, as well as one virtual group, using discussion wikis. All four groups of teachers used the Video Intervision Peer-coaching (VIP) procedure. The findings reveal that feedback in the virtual group was less effective than it was in the face-to-face groups. In addition, ineffective feedback patterns in the face-to-face groups transitioned into more effective feedback patterns. The TFOS appears to be adept at identifying feedback patterns in peer groups.

Understanding feedback: A learning theory perspective

“…Future research can explore feedback processes for instance by means of observation. In an empirical study, we have pilot tested our observational instrument and shown that effectiveness of feedback depends on patterns of feedback instead on one dimensional characteristics (Thurlings, Vermeulen, Kreijns, Bastiaens, & Stijnen, 2012).…”

The role of feedback and social presence in an online peer coaching program for student teachers

“…This observational instrument was called Teacher Feedback Observation Scheme (TFOS) and was piloted in a study by Thurlings, Vermeulen, Kreijns, Bastiaens and Stijnen (2012). Because of the preliminary findings of this pilot study and our experiences with the instrument, we adapted it in two ways.…”

“…The fourth dimension is positive vs. neutral vs. negative and concerns whether feedback is expressed in a positive way (e.g., providing compliments), in a negative way (e.g., conveying slate or attacking the receivers), or in a neutral way (i.e., neither positive nor negative; e.g., Scheeler et al, 2004). Based on our literature review, we assumed that goal-directed, specific, and detailed feedback that is formulated in a neutral manner is more effective for learning than feedback that is person-directed, general, vague, and formulated either too positive or too negative (Thurlings et al, 2013;Thurlings, Vermeulen, Kreijns et al, 2012). These four dimensions are central in the observation instrument we used.…”

“…In exploring this issue, we distinguished feedback elements. These elements were based upon literature on coaching as well as the peer coaching program (Jackson & McKergow, 2002;Jeninga, 2003;Smith & Ragan, 1993; see also Thurlings, Vermeulen, Kreijns et al, 2012). Feedback elements were made operational, for instance as solution-focused questions, evocative questions, summarizing, judging, and providing examples from one's own experience.…”

“…Seven elements were expected to be effective: open-ended, closed, solution-focused, and guiding questions, continuous questioning, summarizing, and acknowledging. Five elements were expected to be ineffective: evocative questions, hinting, judging, finishing coached teachers' sentences, and elaborating on one's own experience (Jackson & McKergow, 2002;Jeninga, 2003;Smith & Ragan, 1993; see also Thurlings, Vermeulen, Kreijns et al, 2012).…”