Getting Teachers Excited About Student Feedback: It's All in the Ask

• In Event: Poster Session 2
  In Poster Session: Division C Section 2a Poster Session 4: Cognitive Processes

Abstract

New research shows that student perception surveys are reliable instruments to assess K-12 teachers, but media outlets report that teacher staunchly oppose integrating student feedback into teacher evaluations. Teachers’ attitudes towards student perception surveys are likely to play a critical role in whether these surveys are effective in facilitating improved teaching. Thus, shifting teacher beliefs about this practice is of utmost importance. The present research tests a survey-based intervention that induces cognitive dissonance in teachers regarding the practice of perception surveys and finds that teachers’ attitudes towards student perception surveys can be improved so that they are more open to learning from the feedback of their students.

Authors

• Carly Dolan Robinson, Harvard University

• Ilana Finefter-Rosenbluh, Harvard University

• Christopher Benshoof

• Jack Schneider, College of the Holy Cross

• Hunter Gehlbach, University of California - Santa Barbara