An Analysis of Teacher Feedback for Improving Teaching Quality in Primary Schools

Abstract

Feedback is one of the most powerful influences on learning. This article provides an overview of the current state and problems of feedback for teachers and students in primary schools. Data were gathered from national test scores, readiness tests, teachers’ interviews, teachers’ self-assessment and classroom observation. Descriptive statistics and content analysis were used to analyze data. The findings revealed that teachers received feedback on their instruction with superficial results. Slight recommendations could not improve teacher performance and student achievement. Teachers did not use evidence from assessment to improve their students’ performance individually. Most teachers misinterpreted the responses on the readiness test of grade 6 students in mathematics and sciences. All teachers assessed themselves as having low ability of teaching. Moreover, there is no feedback for students addressed in the lesson plans. Teachers needed to improve their performance on teaching and assessment individually. All information from the analysis was used to design a feedback system which can be used to enhance its effectiveness in classrooms on teaching and learning.