Abstract
This study explored teachers' perceptions of the value of different types of feedback in a high-stakes assessment of teaching. Twenty-nine candidates for National Board certification for Early Adolescent Generalist were provided 2 types of feedback on their performance in addition to the feedback provided by the National Board. One type, Cases, followed an inductive feedback design emphasizing extended examples of performance. The other, Performance Syntheses, followed a deductive design emphasizing scoring criteria. Teachers learned about their performance from both types of feedback but preferred case-based feedback and reported more examples of learning from it. Implications for feedback design in large-scale high-stakes performance assessments are discussed.
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