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Educational Assessment, Evaluation and Accountability

Erschienen in:

26.06.2020

The role of feedback acceptance and gaining awareness on teachers’ willingness to use inspection feedback

verfasst von: Amy Quintelier, Sven De Maeyer, Jan Vanhoof

Erschienen in: Educational Assessment, Evaluation and Accountability | Ausgabe 3/2020

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Abstract

Feedback acceptance and use are often seen as requirements for teacher change after a school inspection. Non-educational research, however, points to the role of feedback recipients’ willingness to use the feedback received as an intermediate phase between their acceptance and use of the feedback. It also postulates the importance of a recipient’s awareness gained from the feedback, cognitive responses and individual characteristics. However, quantitative evidence in school inspection context to support this theory has been non-existent. This study draws on quantitative data collected from 687 teachers in 80 Flemish primary schools that had recently been inspected. By means of structural equation modelling, we build a research model that focuses on the relationship between cognitive responses, teachers’ feedback acceptance, awareness gained from the inspection feedback received, and teachers’ willingness to use inspection feedback. In addition, the relationship between individual teacher characteristics and the different components in the research model were also taken into account. The analysis reveals that teachers’ willingness to use the feedback is predominantly explained by the perceived relevance of the inspection feedback. In addition, we found statistically significant relationships between teachers’ willingness to use inspection feedback and feedback acceptance, and also between teachers’ willingness to use inspection feedback and awareness gained from inspection feedback too.

Vorheriger Artikel Do student ratings provide reliable and valid information about teaching quality at the school level? Evaluating measures of science teaching in PISA 2015

Nächster Artikel A model of interplay between student English achievement and the joint affective factors in a high-stakes test change context: model construction and validity

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Titel: The role of feedback acceptance and gaining awareness on teachers’ willingness to use inspection feedback
verfasst von: Amy Quintelier
Sven De Maeyer
Jan Vanhoof
Publikationsdatum: 26.06.2020
Verlag: Springer Netherlands
Erschienen in: Educational Assessment, Evaluation and Accountability / Ausgabe 3/2020
Print ISSN: 1874-8597
Elektronische ISSN: 1874-8600
DOI: https://doi.org/10.1007/s11092-020-09325-9

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