Feedback for Teachers: What Evidence Do Teachers Find Most Useful?
December 01, 2022
Appears in 2022 Winter Journal of Scholarship and Practice.
Self-report survey data from 92, K-12 teachers involved in a pilot mastery learning program revealed that analyses of students’ errors on formative assessments were consistently rated the most useful in planning corrective instruction and in making instructional improvements.
Mastery charts and summative assessment results were considered more useful in evaluating the overall effectiveness of mastery learning and in revising implementation procedures. Implications for professional learning and program implementation are discussed.
Thomas R. Guskey, PhD Professor Emeritus College of Education University of Kentucky Lexington, KY
Laura J. Link, EdD Associate Dean Teaching and Leadership College of Education and Human Development University of North Dakota Grand Forks, ND