Date of Award
Specialist in Education (Ed.S.)
Dr. Leon Dappen
The purposes of this study were to identify the elements of quality written feedback given by an evaluator and to determine if there was a difference between the quality of feedback given to master teachers and marginal teachers in their summative appraisal evaluations in a large, Midwestern, suburban public school. A holistic rating instrument was used to determine the quality of feedback on final recommendations given to teachers. The design of the rating instrument measured the quality of written feedbac in four areas (specific, clear, achievable, student-centered). Administrators from outside of the school district were asked to rate the feedback recommendations given both to master and marginal teachers. The mean score of the feedback ratings (1-4) for both master and marginal teachers was calculated. A determination of quality was based on a mean score of 3.0 or higher. A t-test was also used to determine the difference between the quality of feedback give to master and marginal teachers. The difference between the quality of feedback given to elementary teachers and secondary teachers of the district was also determined using a t-test. The results of the study indicated that the feedback given to teachers in their evaluations was quality feedback, and there was no significant difference in the quality of feedback given to master or marginal teachers. Feedback given to elementary teachers overall was of significantly higher quality than feedback given to secondary teachers. The information gained from this study was useful in that it further defined quality feedback. The information gained from this study was useful to school districts to enhance the feedback given to teachers.
Gehringer, Michele L., "Differences in the Quality of Written Evaluation Recommendations of Master and Marginal Teachers" (2005). Student Work. 2580.