Student and teacher feedback to improve practices in australian secondary schools

Ilana Finefter-Rosenbluh; Melissa Barnes

Student and teacher feedback to improve practices in australian secondary schools

Ilana Finefter-Rosenbluh
, Melissa Barnes

Research output: Contribution to conference › Poster › peer-review

Abstract

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.

Original language	English
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 https://www.aera.net/Events-Meetings/Annual-Meeting/2020-Annual-Meeting-Theme

Conference

Conference	American Educational Research Association Annual Meeting 2020
Abbreviated title	AERA2020
Country/Territory	United States of America
City	San Francisco
Period	17/04/20 → 21/04/20
Internet address	https://www.aera.net/Events-Meetings/Annual-Meeting/2020-Annual-Meeting-Theme

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Access to Document

http://tinyurl.com/w45kqn8

Cite this

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title = "Student and teacher feedback to improve practices in australian secondary schools",

abstract = "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{\textquoteright}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.",

author = "Ilana Finefter-Rosenbluh and Melissa Barnes",

year = "2020",

language = "English",

note = "American Educational Research Association Annual Meeting 2020 : The Power and Possibilities for the Public Good When Researchers and Organizational Stakeholders Collaborate, AERA2020 ; Conference date: 17-04-2020 Through 21-04-2020",

url = "https://www.aera.net/Events-Meetings/Annual-Meeting/2020-Annual-Meeting-Theme",

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T1 - Student and teacher feedback to improve practices in australian secondary schools

AU - Finefter-Rosenbluh, Ilana

AU - Barnes, Melissa

PY - 2020

Y1 - 2020

N2 - 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.

AB - 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.

M3 - Poster

T2 - American Educational Research Association Annual Meeting 2020

Y2 - 17 April 2020 through 21 April 2020

ER -