While teaching evaluation is critical for capturing teacher effectiveness, current evaluation procedures, which are primarily based on test scoring systems, do not always incorporate the voices of teachers and students. Drawing upon Bourdieu’s thinking tools, this project explores how Student Feedback Surveys (SFS) and Teacher Feedback Surveys (TFS) are employed, perceived and modified in two Australian secondary schools in order to provide targeted professional development to improve educational practices. As Australian education policy enters an era of accountability, this study is timely in exploring how the implementation of TFS and SFS not only sheds light on teacher and student perspectives but how survey data can be used to improve practices rather than simply evaluate them.
|Number of pages||1|
|Publication status||Published - 2020|
|Event||American Educational Research Association Annual Meeting 2020: The Power and Possibilities for the Public Good When Researchers and Organizational Stakeholders Collaborate - San Francisco, United States of America|
Duration: 17 Apr 2020 → 21 Apr 2020
|Conference||American Educational Research Association Annual Meeting 2020|
|Country/Territory||United States of America|
|Period||17/04/20 → 21/04/20|