Feedback for Teachers: What Evidence Do Teachers Find Most Useful?

Type: Article
Topics: Curriculum & Assessment, Journal of Scholarship and Practice

December 01, 2022

The purpose of this exploratory, descriptive study was to investigate teachers’ perceptions of three types of feedback on students’ performance to guide instructional improvements.

These include:

  1. formative assessment error analyses,
  2. mastery charts of class progress on formative assessments, and
  3. summative assessment results comparisons with previously taught classes.

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