Using outcomes of instruction to improve teaching quality

Date of Completion

January 1997


Education, Administration|Education, Elementary




This study examines the ways that teachers evaluate student outcomes, evaluate their own teaching effectiveness, and how they use that information to improve their teaching. The sample included elementary school teachers identified by their principals as proficient. An open-ended survey was used to gather initial teacher perceptions about their practices. Interviews and observations were conducted with five teachers who, from their survey responses, showed an understanding of and use of student outcomes to assess and improve their teaching effectiveness. The interviews and observations were used to more closely examine the ways the selected teachers define student outcomes, evaluate their own teaching, and use that information to improve their teaching effectiveness. Descriptive statistics and constant comparative analysis were used to determine themes in teacher practice.^ There was no difference in responses based on teachers' experience, grade level, or the socio-economic rating of the school in which they worked. Teachers described a wide range of strategies to assess student outcomes. Assessments were usually curriculum based. Teachers usually assessed their own teaching effectiveness based on student outcomes. Approximately half of the teachers' plans for improving instruction were based on student outcomes. ^