Effects of Student Feedback on Teaching and Classes: An Overview and Meta-Analysis of Intervention Studies

Abstract

Based on a comprehensive literature review of student feedback intervention studies in schools, this chapter provides an overview of found effects on teachers and teaching. The first part summarizes the self-reported cognitive, affective, and motivational effects of student feedback on teachers, which can subsequently lead to behavioral changes in the classroom. In the second part, the focus is on the extent to which these behavioral changes are perceived by students. For the first time, a meta-analysis of changes in students’ perceptions of teaching was carried out for the 18 existing longitudinal studies for this purpose. A small but significant positive weighted mean effect size of d=0.21 for students’ perceived improvement of teaching quality was found, while more in-depth analyses pointed to a beneficial effect of individual support measures for teachers regarding reflection and subsequent development of teaching. Implications for further research and practical implementation of student feedback in schools are discussed.

Expanding Students’ Choices in Language Education

“…Thus, while in teacher-centered learning, it might seem that teachers rule their classrooms, in education institutions, teachers are more like the serfs than the dukes. Even the idea that once teachers close their classroom doors, they possess complete control (Rothman, 2009) is, rightly or wrongly, being challenged by attempts at greater teacher accountability (Rahmatollahi & Zenouzagh, 2021), including feedback from students (Röhl, 2021). For instance, although teachers in many countries have university degrees and many years of day-to-day teaching experience, their knowledge is often ignored in favor of dictates by people from universities and research institutes, many of whom have little, no, or frommany-years-ago classroom experience.…”

The validity and impact of student perceptions of teaching quality

“…The leader's support can include providing time and resources to teachers for analysing and interpreting the feedback, and to (collaboratively) discuss, develop, and carry out actions aimed at improving teaching behaviour in class (Röhl & Gärtner, 2021). Röhl (2021) However, although school leaders can play an important role here, Rachel argued that the improvement of teaching quality starts with the willingness and motivation of teachers to improve. This may be related to teachers' locus of control: the degree to which people believe that they, as opposed to external forces (beyond their influence), have control over the changes in their lives (Rotter, 1966).…”