Studying the Role of Feedback and Assessment in Teacher Preparation – UROP Spring Symposium 2021

Studying the Role of Feedback and Assessment in Teacher Preparation

Lauren Fisher

Lauren Fisher

Pronouns: she/her/hers

Research Mentor(s): Matthew Ronfeldt, Associate Professor
Research Mentor School/College/Department: Educational Studies, School of Education
Presentation Date: Thursday, April 22, 2021
Session: Session 4 (2pm-2:50pm)
Breakout Room: Room 9
Presenter: 7

Event Link


While student-teachers are regularly observed and evaluated by their mentor teachers and university field supervisors, there is little data about how feedback differs across field placement schools, where student-teachers complete their in-classroom experiences, and how these differences may contribute to their development. Schools with poor working conditions may provide less infrastructure and support for teachers in their mentorship which we expect to be reflected in the quality of their feedback to student-teachers. This study considers the content and quality of feedback given to student-teachers and evaluates how the quality of feedback varies depending on the location of their field placement. By considering the open ended component of evaluations provided to student-teachers from Tennessee Technical University at their field placement schools, we were able to qualitatively code for factors of quality and content. Analysis has not yet been completed so there are currently no results to evaluate, but we expect to see that feedback will be of higher quality in schools with lower teacher turnover rates, which is representative of better working conditions. The results of this study will inform standards of written feedback for evaluators and will be used to aid in the preparation of more effective teachers in Tennessee.

Authors: Lauren Fisher, Matthew Ronfeldt, Emanuele Bardelli, Matthew Truwit
Research Method: Survey Research

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