2022 - Franco Angeli
Articolo
Versione Digitale
Download | Copia/incolla | Stampa
Teacher Appraisal and Feedback Provision in Italian Lower Secondary Schools
224-246 p.
- Teacher appraisal is a major focus of educational reform, for it is believed that effective appraisal practices contribute to improving students' learning outcomes and principals' ability to manage their schools. This study arises from a secondary analysis of data collected in the 2018 edition of the Teaching and Learning International Survey (TALIS) promoted by the Organization for Economic Cooperation and Development (OECD). More specifically, and firstly, it focuses on school administrators' views concerning the agents who provide formal appraisal to teachers in lower secondary schools, the frequency with which such appraisals occur, the modes of teacher evaluation, the users of such information, and the evaluations' operational repercussions. Secondly, it focuses on teachers' perceptions regarding the agents who provide them with feedback, the modes via which assessments are conducted, and the positive impact that such evaluations generate on teaching behaviour.
- Since at least some of the information collected among principals and teachers focuses on the same topics, it is also possible to explore the attunement among them, that is, whether educators working in the same school report convergent or conflicting accounts of appraisal practices. Over one-third of schools do not implement any formal assessment. Teacher appraisal and feedback prac-tices tend to be centred on both school administrators, assisted by their management staffs, and other teachers in the same school, whereas ex-ternal agents tend to play a marginal role. Findings point to a substan-tial discrepancy, between school leaders and teachers, in how appraisal/feedback practices are carried out, especially but not exclusively as regards the role of school management. This gap in the perception of largely factual circumstances is an issue of concern. This study also develops some critical reflections concerning the way in which TALIS explores these issues. [Publisher's text].
-
Informazioni
Codice DOI: 10.3280/RIV2022-083011
ISSN: 1972-5027
PAROLE CHIAVE
- teacher appraisal, teacher feedback, TALIS, principalteacher attunement
-
Nello stesso fascicolo
- La partecipazione nella valutazione : cosa apprendere dalla sperimentazione del RAV per i Centri Provinciali per l'Istruzione degli Adulti
- Lo sviluppo delle competenze socioemotive : valutazione degli effetti di una azione educativa realizzata con giovani del Basso Putumayo inbia
- La valutazione di impatto in progetti sociali innovativi : l'esperienza del progetto "Ri-belli"
- Positive Thinking approach e complessità : un focus sulle strategie di collaborazione legate ai cambiamenti positivi generati dai progettiziati dalla Fondazione CON IL SUD nel medio lungo-periodo
- Promuovere la partecipazione degli adolescenti nella valutazione di un progetto educativo
- Il ruolo delle Università nella cooperazione allo sviluppo italiana e il loro contributo sul tema della valutazione
- Dinamiche di transizione in eco-villaggi del Senegal : un disegno di ricerca valutativa
- La valutazione di impatto sociale per uno sviluppo (auto)sostenibile delle comunità locali
- La valutazione dei progetti di inclusione : uno spazio di confronto teorico per l'elaborazione della complessità
- Le traiettorie aziendali : un metodo per valutare gli effetti delle politiche di Sviluppo Rurale e supportare il processo decisionale
- Teacher Appraisal and Feedback Provision in Italian Lower Secondary Schools