Feedback or evaluation: Teacher-trainees' preferences for explicit evaluation in post-lesson discussions

Abstract

Feedback is effective in a learning culture based on reflection and self-evaluation. However, when learners, due to their educational background, rely mainly on external judgement, their belief in the value of self-evaluation is undermined. They develop a mindset of assessordependence, especially when assessment criteria are open to subjective interpretation. This chapter discusses the results of a survey conducted immediately after school-based teaching practice, which identifies areas of contention between feedback and evaluation, and tensions between implicit evaluation in assessor's feedback and trainees' need for immediate recognition of their achievement. Qualitative data analysis performed by means of grounded theory shows that while trainees value feedback, they also want explicit evaluation with a clear indication of problematic areas in their teaching.