Page 54 - EdViewptsSpring2017

The Power of Informal Assessment:

Maintaining a Feedback Loop

By Dennis Fare, Assistant Superintendent, Mahwah Township Public Schools

While our schools are often The manner in which informal feed- an intrinsic part of workplace develop-
centered around formal back is delineated, communicated, ment. In order to communicate true
teacher reflection, it behooves the
and then measured are all of critical
feedback and a formal importance as the research examines school administrative team to tap into
the impact of informal feedback on informal feedback resources that are
evaluation system, the need workplace development. Particularly, not shrouded by formality and hierarchi-
to go beyond that of the lengthy evalu- informal feedback has the potential cal red tape. Instead, informal feedback
ative paper report is necessary. As to ignite assessment, challenge, and has the potential to harness the power
workers of an organization are people, support teachers, as such feedback to make personal and professional
it is the relationships and informal is rooted in relationships and a more change that is far-reaching in that it is
interactions that play such a vital role intimate meaning-making experience. intrinsic, innate, and is ultimately part
in the cultivation of the employee as “Personality research has linked the of authentic dialogue that can drive
an individual teacher, as well as being approach system with various indi- workplace performance further.
a part of a much larger organizational vidual differences, such as motivation, These moments for informal feedback
construct – as a part of a grade-level positive emotionality, and affiliation- can take the form of coaching, men-
team, a content area department, and communion” (Hansen, 2013, p. 390). toring, and apprenticeship, as well
a school building. Personality and personal response is as action learning and tutoring. And

Educational Viewpoints -52- Spring 2017