The impact of student perception surveys on teachers' practice: Teacher resistance and struggle in student voice-based assessment initiatives of effective teaching. (October 2021)

• Record Type: Journal Article
• Authors: Finefter-Rosenbluh, Ilana; Ryan, Tracii; Barnes, Melissa
• Is Part Of: Teaching and teacher education. Volume 106(2021)
• Publication Date: 2021-10
• Subjects: Student perception surveys -- Student feedback -- Teacher assessment -- Effective teaching -- Student voice -- Teacher education; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2021.103436
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Student perception surveys (SPS) play an increasing assessment role envisioned to improve teaching. Yet, it is unclear what their impact is on teachers' practice. Data collected from Australian teacher interviews, student focus groups and SPS based on validated frameworks of effective teaching revealed no significant change in teachers' practice; illustrating student skepticism in the power of their voice, and teacher resistance and struggle to act upon SPS. Contributing to the literature on effective teaching, teacher resistance and student voice, the study's implications call for teacher education that treats SPS as diagnostic tools that empower teachers in their search for autonomy. Highlights: The study examined the impact of student perception surveys' (SPS) feedback on teachers' practice. There is no significant change in students' perceptions of teachers' practice following SPS feedback. Students are skeptical of the value of SPS, highlighting teacher resistance and struggle to respond. SPS can deepen teachers' insight into where their practice can be improved. Teacher education should treat SPS as diagnostic tools, empowering teachers in their search for autonomy.