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Peer reviewed
Direct linkHarris, Lois R.; Brown, Gavin T.; Harnett, Jennifer A. – Educational Assessment, Evaluation and Accountability, 2014
While feedback is a key factor for improving student learning, little is known about how students understand and experience feedback within the classroom. This study analysed 193 New Zealand primary and secondary students' survey responses alongside drawings of their understandings and experiences of feedback to examine how they experience,…
Descriptors: Classroom Techniques, Feedback (Response), Educational Practices, Student Experience
Antoniou, Panayiotis; James, Mary – Educational Assessment, Evaluation and Accountability, 2014
The importance of formative assessment in facilitating student learning has been well established in the literature. However, defining and implementing formative assessment in classroom settings is a rather complicated task. The aim of this study is to explore formative assessment, as implemented in primary classrooms in Cyprus, and develop a…
Descriptors: Formative Evaluation, Classroom Techniques, Qualitative Research, Elementary School Teachers
Goff, Peter T; Goldring, Ellen; Bickman, Leonard – Educational Assessment, Evaluation and Accountability, 2014
The aim of this study is to determine the extent to which principals' self-ratings of leadership effectiveness coincide with their teachers' perceptions of their leadership effectiveness. Furthermore, we explore several characteristics of teachers and principals in an attempt to identify the factors that may predict congruence in…
Descriptors: Principals, Teacher Attitudes, Leadership Effectiveness, Administrator Attitudes
Safavi, Seyedeh Azadeh; Bakar, Kamariah Abu; Tarmizi, Rohani Ahmad; Alwi, Nor Hayati – Educational Assessment, Evaluation and Accountability, 2013
Enhancing quality of instruction can be defined as the main purpose of instructional evaluation procedures in universities. Many universities collect and analyze feedback information from student ratings for the purpose of instructional improvement. Nevertheless, concrete research evidence is still needed to explore whether this purpose has been…
Descriptors: Research Universities, Instructional Improvement, Educational Quality, Evaluation
Ehren, M. C. M.; Altrichter, H.; McNamara, G.; O'Hara, J. – Educational Assessment, Evaluation and Accountability, 2013
School inspection is used by most European education systems as a major instrument for controlling and promoting the quality of schools. Surprisingly, there is little research knowledge about how school inspections drive the improvement of schools and which types of approaches are most effective and cause the least unintended consequences. The…
Descriptors: Foreign Countries, Inspection, Models, School Effectiveness
Zerihun, Zenawi; Beishuizen, Jos; Van Os, Willem – Educational Assessment, Evaluation and Accountability, 2012
The purpose of the study was to develop an improved teaching evaluation questionnaire based on students' learning experiences and selected teacher characteristics identified as indicators of teaching quality. Teaching evaluation questionnaires are commonly designed either based on agreed indicators of teaching excellence, students' suggestions of…
Descriptors: Foreign Countries, Developing Nations, Feedback (Response), Teacher Effectiveness
Sedova, Klara; Svaricek, Roman – Educational Assessment, Evaluation and Accountability, 2012
This paper introduces an empirical study that examines how teachers evaluate pupils' responses. The study draws on research undertaken at four secondary schools in the Czech Republic. It transpires that feedback has a stable position in the structure of communication; however, it is used only to verify pupils' responses and not to elaborate them.…
Descriptors: Feedback (Response), Secondary Schools, Secondary School Students, Student Evaluation
O'Pry, Stephen C.; Schumacher, Gary – Educational Assessment, Evaluation and Accountability, 2012
This study was conducted with first-year teachers. It provided insight into two key research questions: (1) What were the perceptions of new teachers regarding a standards-based performance appraisal system as it was implemented on their campus? (2) What factors contributed to the perceptions of new teachers regarding this system as it was…
Descriptors: Beginning Teachers, Teacher Attitudes, Student Evaluation, Academic Standards
Huber, Stephan Gerhard; Hiltmann, Maren – Educational Assessment, Evaluation and Accountability, 2011
The professional demands on school leaders have changed drastically and have become highly complex in the last few years. The professionalization of school leaders is high on the agenda. Human resource management includes different aspects of professionalization. One major domain is the preparation, induction and continuous professional…
Descriptors: Feedback (Response), Personnel Selection, Foreign Countries, Profiles
Range, Bret G.; Scherz, Susan; Holt, Carleton R.; Young, Suzanne – Educational Assessment, Evaluation and Accountability, 2011
The intent of this study was to assess the perceptions and actions of Wyoming principals concerning their role in supervising and evaluating teachers. A survey was sent to all 286 principals in the state of Wyoming, of which, 143 returned surveys, a response rate of 50%. Findings suggested that principals utilized supervisory behaviors more often…
Descriptors: Feedback (Response), Professional Autonomy, Teacher Evaluation, Evaluation
Praslova, Ludmila – Educational Assessment, Evaluation and Accountability, 2010
Assessment of educational effectiveness provides vitally important feedback to Institutions of Higher Education. It also provides important information to external stakeholders, such as prospective students, parents, governmental and local regulatory entities, professional and regional accrediting organizations, and representatives of the…
Descriptors: Feedback (Response), Higher Education, Program Evaluation, Educational Objectives
Lipnevich, Anastasiya A.; Smith, Jeffrey K. – Educational Assessment, Evaluation and Accountability, 2009
The current study examined students' perceptions of the effects of different forms of instructional feedback on their performance, motivation, and emotion. Forty-nine students attending an eastern US university participated in focus group discussions. The groups explored students' reactions to grades, praise, and computer versus instructor…
Descriptors: Feedback (Response), Student Attitudes, Grades (Scholastic), Self Efficacy
