Relevant Conditions for Teachers’ Use of Student Feedback

Abstract

Based on the findings from research on organizational feedback and data use in schools, this chapter systematizes relevant factors influencing the use of student feedback by teachers in three domains: (1) personal characteristics of feedback recipients (teachers), (2) characteristics of the organization (school), and (3) characteristics of feedback information (data). We identified teachers’ self-efficacy, attribution styles, goal orientations, and age or professional experience as relevant individual characteristics. In addition, teachers’ attitude toward students’ trustworthiness or competence as a feedback provider appeared to be relevant for the use of student feedback. Beyond that, findings on organizational characteristics for teachers’ successful dealing with feedback pointed to the importance of a feedback culture and organizational safety, leadership, supportive measures, and perceived function of feedback as control vs. development. Furthermore, relevant characteristics of feedback information were identified as comprehensibility, valence, and specificity. Although such findings from other fields of research have been known for some time, studies on student feedback concerning these aspects are rare. Finally, practical measures are derived for each of the three domains in order to increase the use of student feedbacks by teachers.

Health professions’ perspective on emergency remote education

“…The findings of this study have some implications for teaching and learning and can be used as a policy input for the improvement of remote education. While research on the effectiveness of feedback to teachers from peers or traditional supervisors has provided conflicting results (Scheeler et al, 2004), questionnaire data from student feedback, as used for our analysis, can be one important feedback source to reflect on teaching and improve on instructional practices (Yang et al, 2021;R€ ohl and G€ artner, 2021;Costa-Neri et al, 2022). The present study showed that technology has great potential to take part in stimulating learning experiences, helped highlight stress levels among students and expanded proactive strategies, including strengthening policies and practices in the online education educational platform.…”

The validity and impact of student perceptions of teaching quality

“…According to some teachers in our study, the use of digital student feedback by teachers can be fostered by the school leader. 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.…”