Using student feedback to improve teaching

Abstract

Gathering student feedback on teaching practice is commonly used in educational settings as an improvement tool and performance measure. Typically this feedback is collected using rating style surveys when a subject concludes; however, whether this practice improves the quality of teaching requires further research. This study was designed using an action research methodology to investigate the impact of student feedback on teacher practices in a secondary setting. Specifically, the efficacy of an ongoing, collaborative feedback model in which teachers collected student feedback regularly, were guided in reflecting on the data, and were supported through professional development to improve their practices was explored. Results supported student feedback as a valuable improvement tool, and powerful stimulus for teacher reflection. Student feedback informed teachers on the effectiveness of their practice and identified areas for future professional learning. Additionally, it opened up a dialogue around teaching and learning in the classroom, and gave the teachers insights into the unique challenges experienced by their students.

Keywords:

• Student feedback
• secondary education
• professional development
• teacher improvement
• formative evaluation

Acknowledgements

The writer wishes to acknowledge the support of the Bastow Institute of Educational Leadership in supporting his studies in school leadership. Special thanks to: Professor John Hattie; Professor Lorraine Graham; and, Dr. Michael Bernard of the University of Melbourne for their guidance and support in conducting this research, and writing of this article.