Student feedback on teacher effectiveness for the purpose of improving instruction

Since elementary students have an opportunity to view their teachers in a variety of situations and circumstances throughout the school year, the students have the potential to provide teachers with valuable feedback. This source of information on teacher performance has received very little attention at the elementary school level. The major focus of the study was to examine student feedback on teacher effectiveness and those factors which might influence student feedback. Nineteen principals, seventy-six teachers, and over fifteen hundred students from a large school district participated in the study. Schools selected for participation had to meet the following criteria: (1) at least one class at each grade level from the third through the sixth grade and (2) a minimum of seven teachers assigned to teach in the third through sixth grade. The principals were asked to select four teachers--the two most effective and the two least effective teachers from their staff in the third, fourth, fifth, and sixth grades. The teachers were then placed into one of the two study groups and their students were asked to provide feedback on the teachers\u27s use of specific teaching behaviors in seven major categories. Results indicated that elementary students can be a reliable source of information on teacher effectiveness. The students agreed with the principals and rated the more effective teachers significantly higher than the less effective teachers. The students also rated the more effective teachers significantly higher than the less effective teachers on personal interest, classroom management, presentation, guided practice, and independent practice. Results further indicated that elementary students become more discriminating in their ratings as they get older. The relationship between student feedback on teacher effectiveness and the teacher\u27s age, sex, experience, education level, and ethnic origin were also examined. The teacher\u27s age, experience, education level, and ethnic origin were all significantly related to student feedback. In addition, significant interactions were found between student feedback on teacher effectiveness and the teacher\u27s age, sex and education level