Performance feedback with ratings and written narratives substantially increased the feedback teachers received, with treatment teachers reporting about four times as many rated feedback sessions as control teachers¶

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? Treatment teachers reported 3.0 feedback sessions with ratings and a written narrative per year versus 0.7 (Year 1) and 0.2 (Year 2) for control teachers. → 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, Executive Summary (NCEE 2018-4000). 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

Spring teacher surveys in a randomized study of 63 treatment and 64 control schools; teachers reported every observed feedback instance. The treatment-control contrast in rated feedback sessions was statistically significant at the .05 level per the exhibit notes, with "3.0 feedback sessions that included ratings and a written narrative" for treatment teachers.

"In both years, the average treatment teacher reported 3.0 feedback sessions that included ratings and a written narrative, compared with 0.7 for the average control teacher in Year 1 and 0.2 instances in Year 2."

Discussion¶

Related Claims¶

• Treatment teachers and principals received substantially more frequent feedback with ratings than control educators (teachers: 3.0 versus 0.7 sessions in Year 1; principals: 1.0 versus 0.4) — possibly the same claim (merge candidate)
• The performance measures were implemented largely as planned, with teachers receiving nearly the intended four feedback sessions per year, though fewer than half accessed online growth reports in Year 1 — related