Teacher Appraisal and Feedback: Experience with feedback
| Table 13. Percentage of lower secondary education teachers who report receiving or not receiving feedback in their school, by feedback method and education system: 2013 | ||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Education system | Received feedback from external individuals or bodies1 | Received feedback from school principal1 | Received feedback from members of school management team1 | Received feedback from assigned mentors1 | Received feedback from other teachers1 | Have never received feed-back in their current school2 | ||||||||
| Percent | (S.E.) | Percent | (S.E.) | Percent | (S.E.) | Percent | (S.E.) | Percent | (S.E.) | Percent | (S.E.) | |||
| Australia | 14.8 | (0.97) | 27.2 | (1.57) | 57.0 | (2.04) | 24.1 | (1.53) | 50.6 | (1.95) | 14.1 | (1.48) | ||
| Brazil | 27.6 | (0.93) | 54.8 | (1.05) | 68.3 | (1.11) | 37.8 | (1.19) | 29.0 | (0.82) | 8.7 | (0.54) | ||
| Bulgaria | 56.6 | (1.59) | 94.5 | (0.66) | 31.1 | (1.28) | 16.0 | (0.94) | 43.5 | (1.66) | 1.8 | (0.36) | ||
| Chile | 20.1 | (1.29) | 34.1 | (1.82) | 60.6 | (1.92) | 13.6 | (1.07) | 23.4 | (1.49) | 14.0 | (1.37) | ||
| Croatia | 36.4 | (0.92) | 74.3 | (1.28) | 52.5 | (1.41) | 14.4 | (0.74) | 31.7 | (1.04) | 5.6 | (0.49) | ||
| Cyprus | 46.5 | (1.12) | 47.0 | (1.26) | 35.1 | (1.18) | 15.6 | (0.97) | 38.1 | (1.51) | 17.5 | (0.95) | ||
| Czech Republic | 48.1 | (1.23) | 73.2 | (1.42) | 64.2 | (1.61) | 7.9 | (0.59) | 52.5 | (1.39) | 3.3 | (0.52) | ||
| Denmark | 19.2 | (1.32) | 43.7 | (2.46) | 14.9 | (1.08) | 5.6 | (0.89) | 58.2 | (1.59) | 22.3 | (1.29) | ||
| Estonia | 28.2 | (1.06) | 52.3 | (2.02) | 80.1 | (1.29) | 5.8 | (0.76) | 45.8 | (1.39) | 7.0 | (0.67) | ||
| Finland | 18.5 | (0.86) | 42.4 | (1.43) | 6.6 | (0.74) | 0.7 | (0.17) | 43.0 | (1.12) | 36.9 | (1.22) | ||
| France | 70.3 | (1.07) | 43.1 | (1.26) | 18.2 | (0.91) | 6.1 | (0.58) | 20.7 | (0.96) | 16.1 | (0.82) | ||
| Iceland | 11.8 | (1.00) | 21.0 | (1.34) | 31.8 | (1.32) | 4.6 | (0.60) | 23.8 | (1.25) | 45.4 | (1.55) | ||
| Israel | 34.2 | (1.14) | 68.7 | (1.32) | 50.3 | (1.47) | 29.5 | (1.18) | 29.7 | (1.21) | 10.0 | (0.66) | ||
| Italy | 21.9 | (0.82) | 27.8 | (1.05) | 15.2 | (0.78) | 2.4 | (0.28) | 39.2 | (0.96) | 42.8 | (0.88) | ||
| Japan | 30.9 | (1.17) | 75.2 | (1.19) | 64.5 | (1.08) | 39.1 | (1.15) | 47.2 | (0.96) | 6.3 | (0.51) | ||
| Korea, Republic of | 13.0 | (0.72) | 29.8 | (1.32) | 29.3 | (1.10) | 9.4 | (0.62) | 84.4 | (0.73) | 6.0 | (0.59) | ||
| Latvia | 34.2 | (1.33) | 61.3 | (1.99) | 89.8 | (1.38) | 6.5 | (0.57) | 57.5 | (1.62) | 2.9 | (0.44) | ||
| Malaysia | 25.6 | (1.15) | 46.3 | (1.50) | 90.5 | (0.71) | 28.8 | (1.41) | 33.3 | (0.95) | 1.1 | (0.21) | ||
| Mexico | 38.9 | (1.09) | 56.3 | (1.80) | 60.1 | (1.41) | 24.0 | (1.16) | 34.7 | (0.99) | 9.5 | (0.77) | ||
| Netherlands | 18.1 | (1.66) | 26.4 | (1.69) | 80.7 | (1.68) | 19.1 | (1.61) | 57.0 | (1.46) | 6.1 | (0.76) | ||
| Norway | 9.8 | (1.18) | 45.3 | (1.66) | 43.9 | (2.82) | 3.2 | (0.80) | 57.4 | (2.07) | 16.2 | (1.19) | ||
| Poland | 32.3 | (1.18) | 93.0 | (0.80) | 38.2 | (1.82) | 26.2 | (1.14) | 50.7 | (1.16) | 1.7 | (0.26) | ||
| Portugal | 9.9 | (0.62) | 42.1 | (1.13) | 31.4 | (1.04) | 45.4 | (1.17) | 55.4 | (0.94) | 16.2 | (0.84) | ||
| Romania | 64.5 | (1.30) | 89.4 | (0.88) | 58.2 | (1.55) | 43.0 | (1.42) | 47.3 | (1.20) | 2.7 | (0.44) | ||
| Serbia | 34.5 | (0.94) | 70.2 | (1.23) | 30.1 | (1.02) | 12.0 | (0.67) | 37.5 | (1.25) | 4.4 | (0.42) | ||
| Singapore | 10.8 | (0.60) | 50.4 | (0.88) | 82.6 | (0.78) | 38.3 | (0.92) | 42.6 | (0.97) | 1.2 | (0.24) | ||
| Slovak Republic | 32.3 | (1.36) | 65.2 | (1.50) | 72.4 | (1.10) | 14.1 | (0.72) | 54.6 | (1.33) | 3.6 | (0.43) | ||
| Spain | 17.3 | (0.92) | 21.8 | (1.27) | 42.4 | (1.33) | 25.9 | (1.12) | 34.7 | (0.93) | 31.5 | (1.13) | ||
| Sweden | 10.4 | (0.72) | 46.4 | (1.46) | 13.0 | (1.18) | 3.3 | (0.48) | 33.7 | (1.18) | 32.5 | (1.24) | ||
| Abu Dhabi-United Arab Emirates | 25.0 | (1.65) | 75.6 | (2.87) | 67.9 | (1.51) | 54.4 | (1.87) | 19.9 | (1.25) | 2.6 | (0.56) | ||
| Alberta-Canada | 28.9 | (1.42) | 81.4 | (1.31) | 39.7 | (1.72) | 9.4 | (1.05) | 35.8 | (1.34) | 7.1 | (0.51) | ||
| Belgium-Flemish | 33.8 | (2.03) | 69.8 | (1.73) | 19.6 | (1.29) | 18.2 | (1.29) | 19.7 | (1.02) | 14.3 | (1.08) | ||
| England-United Kingdom | 28.9 | (1.57) | 41.9 | (1.58) | 85.2 | (0.94) | 28.9 | (1.01) | 51.1 | (1.40) | 0.9 | ! | (0.31) | |
| International average3 | 28.9 | (0.21) | 54.3 | (0.26) | 49.3 | (0.24) | 19.2 | (0.18) | 41.9 | (0.22) | 12.5 | (0.15) | ||
| United States | 23.6 | (1.27) | 84.6 | (2.46) | 48.2 | (2.40) | 10.5 | (1.03) | 27.4 | (2.04) | 1.9 | ! | (0.74) | |
| ! Interpret data with caution. The standard error is at least 30 percent but less than 50 percent of the estimate. 1 Referring to the percentage of teachers receiving feedback from respective bodies for at least one item from question 28 of the international version of the teacher questionnaire. The same teacher can receive feedback from different bodies via different methods. 2 Referring to the percentage of teachers reporting never having received feedback in their school for any of the items surveyed in question 28 from the international version of the teacher questionnaire. 3 The international average is the average of the education systems that met the qualifying conditions, with each education system weighted equally. The United States did not meet the international standards for participation rates and, as a result, is not included in the international average and is shown separately from other education system estimates. NOTE: Feedback is defined broadly as any communication of the results of a review of an individual's work, often with the purpose of noting good performance or identifying areas for development. The feedback may be provided formally or informally. S.E. means standard error. TALIS sampled teachers at ISCED Level 2, which in the United States is grades 7, 8, and 9. Education systems are listed alphabetically by nation and then by subnational entities. SOURCE: Organization for Economic Cooperation and Development, Teaching and Learning International Survey (TALIS), 2013. |
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