Journal article
The impact of student perception surveys on teachers’ practice: Teacher resistance and struggle in student voice-based assessment initiatives of effective teaching
I Finefter-Rosenbluh, T Ryan, M Barnes
Teaching and Teacher Education | Published : 2021
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.
Grants
Funding Acknowledgements
We would like to thank all of the educators and students who generously gave of their time, openly sharing their experiences and thoughts. We also thank the Faculty of Education at Monash University for the financial support (Innovations grant, 2019).