A two-year performance feedback intervention improved teachers' classroom practice on one of two observation rubrics (50th to 57th percentile) but had no impact on practice as measured by the other rubric¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The intervention had a positive impact on classroom practice measured by one observation rubric, moving teachers from the 50th to the 57th percentile, with no impact on the other rubric. → Garet 2017

Evidence¶

Garet 2017¶

Garet, M.S., Wayne, A.J., Brown, S., Rickles, J., Song, M., and Manzeske, D. (2017). The Impact of Providing Performance Feedback to Teachers and Principals (NCEE 2018-4001). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q3 · i? · causal · r2

Year 2 impact analysis in a randomized experiment in which the study team video-recorded lessons in treatment and control schools and coded them with the two observation rubrics used to provide feedback; the report states the intervention moved teachers "from the 50th to the 57th percentile" on one rubric.

"The intervention had a positive impact on teachers' classroom practice on one of the two observation rubrics, moving teachers from the 50th to the 57th percentile, but it had no impact on practice as measured by the other rubric."

Discussion¶

Related Claims¶

• The feedback intervention improved teachers' classroom practice as measured by the CLASS rubric (50th to 57th percentile) but had no statistically significant impact on practice measured by the FFT rubric — possibly the same claim (merge candidate)
• The performance feedback intervention positively impacted both examined measures of principal leadership, including moving teachers from the 50th to the 60th percentile on teacher-principal trust in Year 1 — related
• Year-averaged classroom observation scores provided reliable information to distinguish overall teacher performance (reliabilities .53–.61 and .70–.77), but dimension-level differences had limited reliability (.35–.43 and .18–.30) — related
• Year-averaged classroom observation scores provided only modest reliability for identifying teachers needing support, and dimension-level differences were too unreliable to signal specific areas for improvement — related