Spanish teachers assessment and feedback impact on teaching practice. Analysis of TALIS 2013

Luis Lizasoain, Javier Tourón y Ángel Sobrino


The aim of this paper is to provide evidence on the relevance of the feedback teachers receive in their professional practice. More specifically we study the relationship between observations that teachers have received from different agents (school principals, other teachers, etc.) and the teaching procedures and practices they use in the classroom. We carried out this analysis based on the 2013 TALIS Spanish teachers sample responses.

The first result shows that, in this sample, 25% of teachers say they have never received from anyone any comments or evaluation of their work (feedback), a proportion that rises to nearly 30% in the case of public schools. Second, evidence indicates that teachers who receive feedback more frequently and by diversity of actors, develop more innovative practices focused on studentsâ?? active learning.

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