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The Valence of Teacher Performance Feedback and Its Consequences: Examining a Critical Mechanism of Reformed Teacher Evaluation Systems. EdWorkingPaper No. 22-676

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Title: The Valence of Teacher Performance Feedback and Its Consequences: Examining a Critical Mechanism of Reformed Teacher Evaluation Systems. EdWorkingPaper No. 22-676
Language: English
Authors: Seth B. Hunter, Matthew P. Steinberg, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2024.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 64
Publication Date: 2024
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Elementary Secondary Education
Descriptors: Teacher Evaluation, Evaluation Methods, Feedback (Response), Teacher Improvement, Academic Achievement, Self Evaluation (Individuals), Evaluators, Teacher Effectiveness, Classroom Observation Techniques, Productivity, Urban Schools, School Districts, Educational Change, Educational Policy, Certification, Training, Accountability, Teacher Characteristics, Kindergarten, Elementary Secondary Education, English Teachers, Mathematics Teachers, Reading Tests, Mathematics Tests, Reading Teachers, Achievement Tests, Scores, Value Added Models
Abstract: Districts nationwide have increased the frequency of teacher evaluations. Yet, we know little about the role of evaluator feedback for teacher improvement. Using unique classroom observation-level data, we use evaluator ratings and teacher self-assessments of teacher performance to rigorously examine (positive and negative) feedback valence from the teacher's perspective and its consequences. While teachers and evaluators similarly rate performance, there's significant variability in teacher-evaluator ratings. Teacher performance improves across multiple within-year classroom observations, though evaluator ratings likely overstate improvements among the lowest-performing teachers. While negative feedback from evaluators likely improves within-year teacher performance and may improve their productivity regarding student achievement, statistically insignificant yet practically meaningful evidence suggests it may also push teachers toward schools with more positive feedback.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED672205
Database: ERIC
FullText Text:
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  Data: The Valence of Teacher Performance Feedback and Its Consequences: Examining a Critical Mechanism of Reformed Teacher Evaluation Systems. EdWorkingPaper No. 22-676
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Evaluation%22">Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Improvement%22">Teacher Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluators%22">Evaluators</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Observation+Techniques%22">Classroom Observation Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Productivity%22">Productivity</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Certification%22">Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22English+Teachers%22">English Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Tests%22">Mathematics Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Teachers%22">Reading Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Value+Added+Models%22">Value Added Models</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Districts nationwide have increased the frequency of teacher evaluations. Yet, we know little about the role of evaluator feedback for teacher improvement. Using unique classroom observation-level data, we use evaluator ratings and teacher self-assessments of teacher performance to rigorously examine (positive and negative) feedback valence from the teacher's perspective and its consequences. While teachers and evaluators similarly rate performance, there's significant variability in teacher-evaluator ratings. Teacher performance improves across multiple within-year classroom observations, though evaluator ratings likely overstate improvements among the lowest-performing teachers. While negative feedback from evaluators likely improves within-year teacher performance and may improve their productivity regarding student achievement, statistically insignificant yet practically meaningful evidence suggests it may also push teachers toward schools with more positive feedback.
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  Data: As Provided
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  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: ED672205
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED672205
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    Languages:
      – Text: English
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        PageCount: 64
    Subjects:
      – SubjectFull: Teacher Evaluation
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Feedback (Response)
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      – SubjectFull: Teacher Improvement
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Self Evaluation (Individuals)
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      – SubjectFull: Evaluators
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      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: Classroom Observation Techniques
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      – SubjectFull: Productivity
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      – SubjectFull: Urban Schools
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      – SubjectFull: School Districts
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      – SubjectFull: Kindergarten
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Mathematics Teachers
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      – SubjectFull: Mathematics Tests
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      – SubjectFull: Reading Teachers
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      – TitleFull: The Valence of Teacher Performance Feedback and Its Consequences: Examining a Critical Mechanism of Reformed Teacher Evaluation Systems. EdWorkingPaper No. 22-676
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