1. AGE AVERAGE: 22
GROUP MEMBERS: Ali Çağlar Saymaz
Begüm Ceren Aral
Cemre Çiçek (L)
Merve Polat
Şeyda Baş
OUR SLOGAN: «Feedback is the breakfast of the
champions.»
Ken Blanchard
2. OBSERVATION SCHOOLS
Açı Private Schools
Bahçeşehir College
İstanbul Erkek High School
Terakki Foundation Schools
Rüştü Akın Anatolian Vocational High School
5. CONTENTS
1) Our Problem
2) Why did we choose this
subject?
3) Literature Review
4) Fishbone Diagram
5) Matrix Diagram
6) Methodolgy
Questionnaire
Results and Discussion
Suggestions
Limitations
7) Conclusion
8) References
6. Why don’t teachers receive
effective feedback in Turkey?
What do we mean by effective feedback:
Effective feedback is to provide incentives
and make guidance for teachers. Effective
feedback in our definition is all the feedback
coming directly from administration,
colleagues, students and parents to improve
teacher quality.
7. 2) WHY DID WE CHOOSE THIS
SUBJECT?
The notion that feedback is an essential part of both
learning and teaching processes, has been a well-known
issue in educational circles; however the previously
conducted studies discussed the issue basically from the
students’ perspective and ignored the fact that teachers
also need to be provided with feedback from their
colleagues, principals, parents of their students and from
the students they are dealing with.
8. What we define as the problem is especially a hot
spot to work on, because as teachers we are the
ones who are the primal source for education. We
are the system itself, therefore if teachers change,
students change and if students change, the world
changes!
https://www.google.com.tr/search?q=change&rlz=1C1ASUT_enTR610TR610&es
pv=2&source=lnms&tbm=isch&sa=X&ei=-
6qMVKXTKsH_ygOQ0oH4CQ&ved=0CAYQ_AUoAQ&biw=1366&bih=624#tbm
=isch&q=world+change&facrc=_&imgdii=_&imgrc=2bjHze0ZS8q5pM%253A%3
BbguDHXNuskEtOM%3Bhttp%253A%
9. 3) LITERATURE REVIEW
Jackie Tuck (2012), highly emphasized that feedback is
generally in written form; however, when it comes to
enhancing the understanding of the feedback and its
transferring into practice, oral forms will probably work
better. Feedback also needs feedback. The way of
evaluating someone is important issue in terms of
efficiency of the feedback.
10. Moreover, an efficient feedback needs to be clear in order
to be better understood. When people, in education area,
are asked to give feedback, they are generally restricted by
some rules, regulations and the time. However, this leads
to inedaquate feedback.
11. Nugrahenny Zacharias (2007), has concluded at the end of
the some research that both teachers and students give
importance to feedback but often they don’t find enough
chance to give feedback. And surveys have shown that %95
of the teachers believe that feedback is important. When
the feedback is given, both teachers and students feel safe.
Moreover, cultures have affect on the type and the way of
feedback.
12. Robert Coe (1998), has identified the significant variables
behind the feedback. Characteristic of the task such as
complexitiy, characteristics of the feedback or the way it is
presented, the time that the feedback is presented
(immediate or delayed), specifity such as general or
focused, its credibilty, individual characteristic of the
receiver such as self-efficacy or self-esteem, attributions for
success and failure, locus of control, achievement
orientation, receptiveness and performance adequacy.
13. He also explains that there are many difficulties of applying
the overall results of the study to improve teaching. There
is a need for research which is ‘condition-seeking’ rather
than ‘theory-testing’.
18. 1) QUESTIONNAIRE
Our questionnaire questions:
1. Are you currently working in a private school or a state school?
2. How frequently are you provided with feedback?
3. How efficient do you think the feedback from the sources below is?
4. Do you think teachers who accordingly respond to the feedback given
should be praised, for instance with a promotion, bonus or orally?
5. Which of the factors below can be tolerated for its role in
insufficient/ineffective feedback to teachers?
6. Would you like to participate in a potential Feedback Enhancement and
Teacher Developement Program?
32. 3) SUGGESTIONS
1) Feedback Enhancement and Teacher Development
Program should be provided. This program involves three
levels:
Teachers
Principals
Supervisors
This program is a 13-week program and it includes 2-hour
lessons per week.
33. Both teachers and principles will participate in this
program and supervisors who are experts (who have at least
graduate level) in educational sciences and specialized in
Assessment and Evaluation Processes.
34. The program requires teachers to actively attend 75% of the
training hours. Teachers are supposed to take Development
Tests in every three weeks and after the exams they are
supposed to have private sessions with their supervisors in
order to receive feedback and improve themselves
according to their lackings.
35. Teachers are expected to master three courses:
PEF 101: Providing Effective Feedback
WIC 101: Working in collaboration with colleagues and
administration
FA 101: Feedback Analysis
36. Principals are also required to attend the 75% of the training
hours. They are expected to take Development Tests in every five
weeks and have two private sessions with the supervisors.
Additionally they are supposed to make one Collaboration
Project.
The courses that the principals will take are:
PEW 101: Providing effective feedback
WIC 101: Working in collaboration with colleagues and
administration
37. 2) There should be two teachers in each class. One
should have active role and the other should be
observer. The observer should provide immediate
feedback afterwards via e-mail.
38. 3) Principals should regularly visit classrooms and provide
immediate feedback afterwards via e-mail. These visits
should not be confused with the traditional ones. It should
be seen as an authoritative but not authoritarian approach.
39. 4) Like the teacher evaluation system of Boğaziçi University, there
should be an evaluation questionarre at the end of each semester.
Also, students should have the right to enroll in a system where
they can send immediate feedback to their teachers whenever they
think it is necessary; we are calling this Feedback Alert. These
feedbacks can be seen by the administration as weel so the teachers
will pay more attention to them. Also administration will be able to
keep up with all the issues in their school.
40. 5) In private schools, teachers are more willing to improve
themselves and pay attention to the feedback as they are
afraid of losing their job. However, in state schools, losing a
job is not very probable for teachers once they’re on the
permanent staff. Thus the regulations are to be altered to
include and establish a legal ground for discharge in case of
inability to follow and respond to feedbacks.
41. That is, if they do not improve themselves according to the
feedback given and the score under 50% of the Feedback
Evaluation they might be dismissed.
42. 4) LIMITATIONS
Only twenty teachers participated in our survey. Thus our
survey is a small-scaled one in this area. To get more
realistic and concrete result this survey should have been
applied to more teachers from different backgrounds.
Additionally most of those teachers are private school
teachers as most of us doing our practicum at private
schools. Therefore this might not again reflect the real
situation of Turkey.
43. 7) CONCLUSION
Feedback given to teachers from different sources such as
colleagues, administration, students and their parents is
very crucial and this issue needs to be given importance as
it influences students’ success.
«We all need people who will give us feedback. That’s how we
improve»
Bill Gates
44. 8) REFERENCES
Coe, R., (1998). ‘Can Feedback Improve Teaching? A Review
of the Social Science Literature with a view to Identifying the
Conditions Under Which Giving Feedback to Teachers will
Result in Improved Performance.’ Research Papers in
Education, 13(1), 43-46.
http://www.edutopia.org/student-feedback-accountability-
teachers
http://www.tcdss.net/docs/M.Gianoutsos-ppt.pdf
Jackson, R.R., (2009). Never Work Harder Than Your
Students and Other Principles of Great Teaching. Library of
Congress Cataloging-in-Publication Data.
Köksal, H. (2003). «İmece Halkaları Eğitimi»
45. Sullo, B., (2007). Activating the Desire to
Learn. Library of Congress Cataloging-in-
Publication Data.
Tuck, J., (2012). Feedback-giving as a social
practice: teachers’ perspectives on feedback as
institutional requirement, work and dialogue.
Teaching in Higher Education,Vol: 17, No:2, April
2012, 209-221.
Zacharias, N. T., (2007). Teacher and The Student
Attitudes Toward Teacher Feedback. RELC Journal
2007, 38:38.
