Student and Teacher Feedback to Improve Practices in Australian Secondary Schools

• In Event: AERA Poster Session 11
  In Poster Session: Division H Section 3 Poster Session 1: Perspectives on Assessment in 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’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.

Authors

• Ilana Finefter-Rosenbluh, Monash University

• Melissa Barnes, Monash University