Relevant bibliographies by topics / Assessment; Evaluation; Teacher Supervision

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Assessment; Evaluation; Teacher Supervision'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Assessment; Evaluation; Teacher Supervision"

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Benigno, Stephen. "A Viable Solution to Implementing Effective Instructional Supervision." Journal of Education and Learning 5, no. 1 (January 13, 2016): 128. http://dx.doi.org/10.5539/jel.v5n1p128.

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<p>With an increased emphasis on instructional accountability with respect to instruction, assessment and curriculum development, administrators have been struggling to find a model of supervision that is clinical and collaborative and that will produce an accurate assessment of classroom instruction. According to Goe (2007), “In recent years, the focus has moved away from holding schools accountable for student achievement and toward holding teachers accountable” (p. 12). The Clinical Supervision model is an accepted and viable strategy of teacher evaluation that has been utilized in many school districts for a number of years. Clinical Supervision, if conducted with fidelity, can provide the administration of the school with an opportunity to collaborate with the teacher and create an effective evaluation experience.</p>
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Göksoy, Süleyman. "Professional Development Levels of Teachers in Respect of Developmental Supervision Areas." Pedagogika 129, no. 1 (April 25, 2018): 15–32. http://dx.doi.org/10.15823/p.2018.02.

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The present research aimed to determine the professional development levels of teachers according to developmental supervision approach. Case study method from qualitative research methods was used in the data collection. Educators participated in the research state that the professional development areas of the teachers should be comprised of eight main areas. These areas defined by the educators are lesson preparation and planning, teaching-learning process (lesson), assessment and evaluation, professional development, communication, counselling, classroom management, projects and time management. Therefore, it can be indicated that the determined professional development areas of teacher should be prioritized in order to increase both educational quality and teacher performances.
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Afriadi, Bambang, and Dahlia Dahlia. "TEACHER SUPERVISION USING TEACHER COMPETENCE ASSESSMENT IN THE ASSESSMENT OF LEARNING IMPLEMENTATION COMPONENTS IN PRIMARY SCHOOL JURUMUDI 5 TANGERANG STATE." JISAE: Journal of Indonesian Student Assessment and Evaluation 7, no. 1 (March 10, 2021): 55–63. http://dx.doi.org/10.21009/jisae.071.07.

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The focus of this research is mainly based on the elementary school level at SDN Jurumudi 5 Tangerang City hoping that this research topic will enable teachers to expand their knowledge about the impact of classroom climate on their students' learning processes. These factors contribute to a relevant classroom environment in classrooms with students of all ages and grade levels. For students to be able to learn in school, it is not only important for teachers to instruct students on what is in the textbooks, but it is also important that the classroom environment allows students to perform to their highest potential. The focus of this research is related to the classroom environment and its impact on student learning. This study will use an evaluation analysis model with a qualitative and quantitative method approach. Through a qualitative approach, the data collected will try to be processed and presented in a description based on expressions, language, ways of thinking, and the views of the research subject. While the method used in this research is evaluation research. In the analysis of this study using the APKG instrument analysis that has been made by the State University of Jakarta. The data that has been obtained were analyzed using the average of the evaluation results with the following criteria with a range of values ​​1 very not good, 2 enough, 3 good, and 4 very good. The results of the researchers showed results with good criteria, while the components in the assessment that was not optimal could be improved by the teacher. Especially in the use of science and technology, this is due to inadequate school facilities. While the components related to methods, the use of learning resources, and class management are very good. In this case, every ideal teacher class is unique and creative and can be an opportunity to build great classroom conditions and situations between teachers and students
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Novotová, Jitka, and Magda Nišponská. "Self-assessment and Assessment of Professional Competencies of Trainee Teachers During the Block Teaching Practice." Lifelong Learning 7, no. 1 (2017): 54–73. http://dx.doi.org/10.11118/lifele2017070154.

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The empirical study presents a question of how to assess professional training of trainee teachers and introduces the approach based on competency model. Based on the modification of the Teacher competencies framework (Rámec profesních kvalit učitele, Tomková et al., 2012) used in the lifelong training of the teachers an evaluation tool was created that contained 5 multi-dimensional competencies elaborated into 34 sub-items. This tool was used in the research of self-assessment of the development of professional competencies of trainee teachers and their assessment by supervising teachers during the block teaching practice. The research sample consisted of 74 students of lower secondary and secondary school teaching programmes and also 74 supervising teachers were involved. The results revealed that the assessment of the students by the supervising teachers is significantly more positive compared to the self-assessment of the students. Further, it was found out that the best and the worst evaluated sub-competencies by the students and teachers correspond. The best evaluated were competencies related to reflexion and creation of teaching environment, the worst evaluated were competencies related to the evaluation of the pupils’ work. Authors discuss what do these results imply for the frame of undergraduate teacher training and they indicate possibilities how to comprehensively implement the evaluation tool and competency model in the teacher training.
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Ulum, M. Bustanul. "Urgensi Supervisi Pendidikan di Sekolah." FALASIFA : Jurnal Studi Keislaman 9, no. 2 (September 2, 2018): 127–34. http://dx.doi.org/10.36835/falasifa.v9i2.127.

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The quality of educational institutions is supported by several system elements including supervision of education carried out by principals as supervisors as mandated by Minister of National Education Regulation (Permendiknas) Number 13 of 2007 concerning Standard Principals who must supervise education in the form of supervision and assessment of teacher performance and employees who aim to assist teachers and employees in achieving educational goals starting from planning, implementation and evaluation to be optimal in carrying out institutional tasks in an organizational frame that leads to the quality of the institution. Educational supervision serves to coordinate all school efforts including all role holders in the school organization and broaden the experience through giving constructive criticism from the principal to teachers and employees. References to educational supervision include curriculum components, curriculum content and curriculum development strategies, improvement of teaching references in terms of making learning planning, optimizing the educational functions and educational goals embodied in the school's vision and mission. Keyword: Supervision of Education, Schools.
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Nahrowi, Moh. "Urgensi Supervisi Pendidikan Di Sekolah." Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah 3, no. 1 (June 17, 2021): 61–70. http://dx.doi.org/10.36835/au.v3i1.505.

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Quality of educational institutions is supported by several elements of the system including educational supervision carried out by school principals as supervisors as mandated by the Minister of National Education Regulation (Permendiknas) Number 13 of 2007 concerning Standards for Principals who must supervise education in the form of supervision and assessment of teacher performance. and employees who aim to assist teachers and employees in achieving educational goals ranging from planning, implementation and evaluation so that they can be optimal in carrying out institutional tasks within an organizational frame that leads to institutional quality. Educational supervision functions to coordinate all school efforts including all stakeholders in the school organization and expand experience through giving constructive criticism from the principal to teachers and employees. References for educational supervision include curriculum components, curriculum content and curriculum development strategies, improvement of teaching references in terms of making lesson plans, optimizing educational functions and educational goals as stated in the school's vision and mission.
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Khantawong, Kampon, Saowanee Sirisooksilp, and Dawruwan Thawinkarn. "Needs Assessment of Internal Supervision in Secondary Schools under the Office of Basic Education Commission." International Educational Research 4, no. 1 (June 22, 2021): p71. http://dx.doi.org/10.30560/ier.v4n1p71.

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The purpose of this research was to study the need assessment of internal supervision in secondary schools under the jurisdiction of the Office of Basic Education Commission, Thailand. A total of 944 teachers participated in the survey using multistage random sampling. The five scopes of internal supervision were investigated, namely, academic in curriculum development, development of learning process, evaluation and comparison of grades transfer, development of innovative media and digital technology, and educational supervision using a 43-items questionnaire. The need assessment results showed that the development of innovative media and digital technology (PNImodified=0.373) is the most essential scope of internal supervision according to respondents’ perceptions. This is followed by the development of the learning process (PNImodified=0.267), educational supervision (PNImodified=0.262), and evaluation and comparison of grades transfer (PNImodified=0.257). The least capacity scope is academic in curriculum development (PNImodified=0.246). The overall results imply that supervisors or school principals should attempt to ensure that internal supervisions are regularly operated to improve the teaching and learning process by paying more attention to the scope of development of innovative media and digital technology without ignoring the other four scopes.
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Noor, Muhammad. "Peningkatan Kinerja Guru melalui Supervisi Edukatif Kolaboratif secara Periodik." Journal of Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah 8, no. 1 (August 13, 2018): 45. http://dx.doi.org/10.18592/aladzkapgmi.v8i1.2177.

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The purpose of this study was to describe the steps of collaborative educative supervision periodically in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up on student achievement learning. This research was carried out at MI Missbahussalam Sungai Punggu Lama Subdistrict Anjir Muara there was the 2017/2018 school year. This research is an action research and carried out two cycles with the stages of action preparation, action implementation, monitoring and evaluation, and reflection. Data collection techniques in this study consisted of four main activities, namely the initial data collection, data analysis results at the end of each cycle, and other responses from the teacher on the implementation of collaborative supervision of educational models. The data has been collected and then analyzed by using qualitative and quantitative analysis. Qualitative analysis is used to explain changes in teacher behavior in learning and supervisor behavior in implementing teacher supervision. The results showed that with peer supervision and collaborative educative can improve teacher performance in preparing learning plans, implementing learning, assessing learning achievement and follow-up on the results of assessment of student learning achievement.
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Wandi, Arnel. "Analisis Peran Supervisi Kepala Sekolah terhadap Pelaksanaan Tugas Pokok Guru; Studi Tindakan Sekolah di SMPN 2 Situjuah Limo Nagari." JPPI (Jurnal Penelitian Pendidikan Indonesia) 4, no. 1 (July 30, 2018): 71. http://dx.doi.org/10.29210/02018195.

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<p>The school supervision that carried out by the principal will have a significant impact of the implementation in the learning process by the teacher in the school. The implementation is also a manifestation of the effectiveness of learning programs in supporting the teacher's main tasks. However, preliminary studies in the field showed that in general the research subjects were still not optimal in carrying out their main tasks, such as the lack of a learning plan, less optimal use of learning media, evaluation not being compiled and the results of assessments not being used optimally. This study aims to provide the principal's supervision actions on the implementation of the teacher's main tasks through a series of treatments in two cycles. This research consists of 21 teachers at SMPN 2 Situjuah Limo Nagari, Lima Puluh Kota District. The results of the study have proven that the implementation of school principal’s supervision can improve the implementation of the main tasks.</p>
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Syafaruddin, Syafaruddin, Mesiono Mesiono, and Indrasyah Sitompul. "Teacher Career Development Management at Madrasah Aliyah Negeri." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 31, 2021): 1312–24. http://dx.doi.org/10.35445/alishlah.v13i2.759.

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This study aims to analyze the management of teacher career development at MAN 2 Model Medan. The research focuses on planning, organizing, implementing, and evaluating teacher career development at MAN 2 Model Medan. This study uses a qualitative approach with a descriptive-analytical study method. Obtaining data using observation techniques, interviews, and document studies. Furthermore, the data were analyzed using data reduction techniques, data presentation, and drawing conclusions or data verification. The results of this study indicate that the management of teacher career development at the MAN 2 Medan Model is carried out effectively. It can be viewed from the aspects; (1) planning for teacher career development in the form of motivation and application of a conducive organizational culture (climate); (2) organizing human resources (HR) for teachers in madrasah through leadership support, technical meetings, coordination between madrasah leaders and vice-principals involving supervisors to improve teacher qualifications; (3) the implementation of teacher career development is carried out based on promotion, transfer, and promotion; (4) evaluation of teacher career development is carried out based on online-based supervision and teacher performance assessment. This research hopes that it can be used as a reference for further research on the management of teacher career development in Islamic educational institutions. This research also has implications for teachers in Islamic educational institutions to accelerate careers as educators in madrasah.
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Dissertations / Theses on the topic "Assessment; Evaluation; Teacher Supervision"

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Berson, Ellen. "Teachers' Perspectives of Teacher Supervision Policies & Practices in Charter Schools in Pennsylvania." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/203250.

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Educational Administration
Ed.D.
The purpose of this qualitative case study is to discover how teachers view the teacher supervision practices that are in place in two selected charter schools in Southeast urban Pennsylvania by developing an in-depth perspective and understanding of teachers’ perceptions of the efficacy and impact on the current system. Data will be gathered on nine teachers and two teacher supervisors through a series of in-depth interviews, structured observations and document examination at each of the two selected charter schools. There are no experiments being conducted, nor is there any controlling factors in this qualitative study. Instead observations and interviews will be conducted that will allow the voices of the respondents to be heard. The goal is to hear what teachers’ persona perspectives are of the supervision process within their respective schools. This study moves beyond typical supervisory efficacy studies. First because of the setting in charter schools and secondly by examining the teachers’ perspectives of the supervision practices and policies within their schools. In order to gain a better understanding of the context for this study, it is necessary to look at the history of the charter school movement as well as the impact charter schools are having on traditional public schools as a result of the Educational Reform Movement. The current education reform standards found within the No Child Left Behind Act (2001) has brought about a renewed focus on the systems being used to critique teacher efficacy. It is the system that is used to assess teacher quality, through teacher supervision practices and policies that this case study will address. Linda Darling-Hammond (2007) who writes extensively on teacher quality, proposes creating a “high-quality teacher-performance assessment that measures actual teaching skill.” (p. 48). One that can be used for “determining teachers’ competence.” (p. 48). The need for this kind of assessment for teacher efficacy is important since “there does not appear any specific credential or characteristic that is a silver- bullet predicator of quality.” (Goldhaber, 2006, p.1). This qualitative case study will show the reading what systems currently exist within the teacher supervision practices and policies in these two selected charter schools in Southeast urban Pennsylvania. What drives this study will be the revelations of the teachers working in these charter schools who will share their personal point of view of the teacher supervision process based on their own experiences, through document and field observations. The study in itself will not examine any quantitative links with student achievement but is nevertheless based on the idea that good teacher supervision improves teaching that ultimately impacts student achievement levels. “Educational research convincingly shows that teacher quality is the most important schooling factor influencing student achievement.” (Goldhaber, 2006, p.1). Therefore it can be argued that teacher supervision can potentially improve teacher quality that in turn is directly linked to student achievement. While this study will focus on the exploration of teachers’ perspectives of the teacher supervision process that exists within charter schools, the outlying factors such as teacher education, hiring and teacher retention are instrumental in student achievement cannot be ignored, however this study will concentrate only on teacher supervision practices. The significance of this study is that it may provide additional insight on teacher supervision practices, which include a broad range of approaches from instructional, collegial, peer, clinical and self-directed. This study will provide information that will answer the overarching research question, what is the state of teacher supervision in two selected charter schools in Southeastern urban Pennsylvania? Little research has been published specifically on teacher perceptions of teacher supervision practices in urban charter schools. Teacher supervision and teacher evaluation “the process by which teachers are assessed professionally” (Goldrick, 2002, p.2) in urban charter schools have not previously been the subject of rigorous examination. Out of 664 dissertations that addressed the topic of charter schools, teacher supervision practices, teacher perceptions of teacher supervision practices and the impact teacher supervision has on student achievement, only 12 studies (less than 1%) focused on these areas of research. This paucity illustrates the need to increase studies in the area of teacher supervision practices to determine if they are impacting student achievement. The significance of this study comes from learning about a previously unexplored phenomenon in the increasingly influential charter school. Although this study could extend beyond the boundaries of teachers’ perspectives and potentially draw conclusions on the efficacy of teacher supervision practices based on the outcome of student achievement levels, that is not the focus or the reason for this study. The primary focus will remain on teacher's perceptions of the teacher supervisory practices in these two charter schools.
Temple University--Theses
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Hopkins, Paul Thomas. "Teacher perspectives of the use of student performance data in teacher evaluations." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618729.

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The purpose of this study was to determine how K-12 public school teachers perceive the use of student performance data in teacher evaluations. The proprietary, utility, feasibility, and accuracy standards created by the Joint Committee on Standards for Education Evaluation (JCSEE) served as a framework for the study. An online survey was deployed to a random stratified sample of teachers across the United States. Participants responded to thirty statements using a four-point Likert Scale that ranged from Strongly Agree to Strongly Disagree. Participants were also provided an opportunity to list and describe additional items that they favored and feared with respect to using student performance data in teacher evaluations. Descriptive statistics and ANOVA were used to determine the level of teacher agreement on statements. Responses were further analyzed to determine the impact that the following demographic factors had on perceptions: (a) years of teaching experience, (b) teaching in a union and non-union states, (c) teaching a tested and non-tested grades and courses, and (d) teaching in elementary, middle, and high schools. Results indicated a strong level of agreement among teachers on the positive impact that the use of student performance data will have on improving teacher evaluations. Further results indicated that demographic factors played a minimal role in influencing participants' perceptions.
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Teske, April. "A MIXED METHODS STUDY EXPLORING THE RELATIONSHIP BETWEEN CLINICAL EVALUATIONS AND edTPA." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1515.

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There is very little research on educator preparation programs’ impact on teacher effectiveness and student learning (Darling-Hammond et al., 2005; Hagans & Powers, 2015; Korthagen, 2010; Okhremtchouk et al., 2009). This mixed methods study used a sequential explanatory approach (Creswell, 2009) to explore three research questions regarding the relationship between existing clinical supervision evaluations in a teacher preparation program and a newly adopted high-stakes standardized summative assessment for licensure. In phase one of this study, the question of the relationships between the scores on the clinical lesson plan and presentation evaluations and edTPA is explored using Pearson r correlation. In phase two of this study, the patterns and trends discovered in phase one were used to develop focus group questions to answer the questions regarding the areas the clinical lesson plan and presentation evaluations and edTPA best align and the extent to which the student teaching candidates, clinical supervisors, and cooperating teachers felt the feedback from the clinical lesson plan and presentation evaluations impacted performance on edTPA. Three focus groups were conducted; student teaching candidates, clinical supervisors, and cooperating teachers. In phase three, the data were analyzed together to develop a broad understanding of the problem (Creswell, 2009; Creswell, 2015) using a systematic coding process (Flick, 2013). Diane Laurillard’s ‘conversational framework’ as illustrated in Yorke (2003) was considered during the final analysis. The overall analysis revealed that, while all correlations were positive, little alignment existed among the rubrics. The stronger, more significant alignments included lesson planning and student engagement tasks. Areas with no significant results included the assessment tasks and those involving reflection and analysis. Where significant results existed, there were high expectations from the clinical supervisors and cooperating teachers for candidates to perform in these tasks, as well as reports of explicit feedback with opportunities to refine skills. The type, quality, and frequency of feedback, as well as perceptions that other factors impacted edTPA performance more than the candidates’ teaching practices; such as, writing skills, time management skills, and length of placement.
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Jones, Zina R. Ms. "Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2697.

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Abstract Improving the educational system for students and teachers is of the upmost importance. Educational leaders have realized that the best way to improve student success is by improving teachers’ instructional practices and measuring their effectiveness (Mathers, Oliva, & Laine, 2008). Because of this awareness, educators have realized the importance of connecting student achievement with instructional practices and instructional practices with teacher effectiveness. Evaluation tools are used to measure how effective teachers are in their classrooms. Evaluations are crucial in assisting our teachers in their professional growth. When evaluations are utilized as supportive tools, they help teachers and administrators identify strengths and weakness, but more importantly they prescribe strategies to assist teachers in improvement. The purpose of this qualitative phenomenological study was to explore teachers’ perceptions of the evaluation systems and understand if and how they influence classroom instructional practices. The participants consisted of twelve teachers in the state of Louisiana. Data was extracted through semi-structured interviews and coded for common themes. Through these themes, the researcher formed a narrative format to voice the participants’ experiences. The study concludes that teacher evaluation has minimal influence on instructional practice. Data suggested issues with the design of evaluation systems, the implementation of such systems, and the basic challenge of using a single system to evaluate all teachers regardless of personal or workplace characteristics.
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Mosley, Dracaena. "A Mixed Methods Evaluation of New Teacher Support Systems at an Urban Elementary." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/154.

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An urban elementary school in the northeast was lacking formal methods to evaluate its support systems for teachers. This formative evaluation of the school's support systems for new teachers and staff was conducted using a mixed methods design to address the problem. The purpose of this evaluation was to determine the indicators of progress or need of improvement of effectively supporting teachers through mentoring, professional development, and collaboration. The theoretical framework for the study was Kirkpatrick's 4 levels of evaluation: reaction, learning, behavior, and results. The evaluation was also guided by questions about the extent, perceived effectiveness, strengths, and weaknesses of the support systems. Data were collected using surveys from 33 teacher participants and interviews with 10 teacher participants. Qualitative data analysis involved emergent coding for themes and sub-themes. Inconsistent support emerged as a support weakness and a comforting school community emerged as a support strength. Frequencies and ratios of survey items were calculated and reported. Key findings were that 60% of the participants perceived the support systems to be adequate and 79% perceived the mentor and new teacher meetings to be effective. However, 36% of respondents reported that all support systems needed some improvements. A full report including recommendations was prepared for the stakeholders at the school and district levels. Implications for positive social change include higher retention and enhanced performance of beginning teachers, which may help to improve learning outcomes for students.
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Goode, Kay M. "Impact of Tennessee's Value-added Assessment System on School Superintendents' Decision-making." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2914.

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The problem related to this study was to develop a clearer understanding of the impact of Tennessee's Value-Added Assessment System (TVAAS) on school superintendents' decision-making responsibilities in view of school reform efforts at both the national and state levels during the last decade. The purpose of this study was to identify relationships between three independent variables (superintendents' years of experience, superintendents' perceived degree of personnel acceptance, and superintendents' perceived technical assistance availability for data analysis and interpretation of results) and superintendents perceptions of the system on eight aspects (student learning; teacher performance; school system success; educational accountability; educational equality; assessment decisions; personnel decisions; and, curriculum and professional development decisions). Superintendents in the 139 Tennessee school systems were surveyed using an instrument containing 51 response items. The return rate was 81% (N = 112). Six research questions were answered by analyzing 24 null hypotheses using the chi square test, with Kendall's Tau-B for determining strength of relationships. Hypotheses were tested at the.05 level of significance. All null hypotheses related to superintendents' perceived degree of school personnel acceptance were rejected, with the exception of personnel decisions. All null hypotheses related to superintendents' years of experience were retained. The null hypothesis related to superintendents' perceived TVAAS technical assistance received and educational accountability was rejected. All other null hypotheses related to superintendents' perceived technical assistance availability regarding data analysis and interpretation of value-added assessment results were retained. Results indicated the practice of participatory leadership among Tennessee superintendents. Recommendations included further research to determine possible differences between rural and urban school systems and between elected and appointed superintendents across Tennessee.
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Longchamp, Juliette Cavanaugh. "The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/734.

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Teacher evaluation is changing in the United States, primarily due to federal policies requiring that measures of student growth be embedded within teacher evaluation systems. Student Learning Objectives (SLOs) emerged as one way to measure teacher effectiveness. SLOs are teacher-developed goals for student achievement that reflect student learning and growth over a specified time period. Each state or district utilizing SLOs in teacher evaluation implements SLOs in a different way, and the details of SLO implementation affect the extent to which teaching is improved. This grounded theory research study investigated the influence of SLOs on teachers and teaching. The researcher interviewed 20 teachers from six regions of the United States. This research identified three dimensions of SLO implementation that influence SLOs' effect: School Leadership, School Climate and Teacher Agency. These dimensions are explored in this research, resulting in recommendations that would serve to enhance the benefits of SLOs on teachers and teaching. Additionally, future research suggestions are noted to add to the growing body of research on SLOs.
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Wildman, Richard Hugh. "A Phenomenological Study of High School Teachers' Motivation as Related to Teacher Performance Management." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/426.

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Teacher motivation factors prominently in the sustainable development of educational institutions, and relate to self-efficacy, job satisfaction, and retention. Prior motivational research in education has addressed factors relating to teacher motivation, but there is a dearth of research into the impact of performance management on motivation. This phenomenological study examined the lived experiences of 5 teachers in relation to the performance management process in the selected school. The project study was guided by Bandura's social cognitive theory, Maslow's hierarchy of needs, and Herzberg's motivation-hygiene theory. In-depth, semistructured interviews were used to extract the essence of the lived experiences as expressed by teachers. Interviews were transcribed, reduced, coded, and analyzed for common thematic elements and essences regarding the impact of performance management on motivation. The findings revealed demotivational elements in the performance management process of the school that impacted job satisfaction and retention. This study also included developing a professional development project to enhance the capacity of school administrators in understanding teacher motivation and how the delivery of performance management can be used as a developmental tool to improve teacher motivation. The study and project facilitate positive social change by providing a deeper understanding of teacher motivation and by developing a performance management model that promotes capacity building and motivation. The study findings will be beneficial to teachers, school administrators, and human resource personnel.
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Wallace, II James Howard. "A Comparison of 2009--2010 Curriculum Test Scores of Students Taught by Alternate Route and Traditional Route Teachers." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/931.

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There is an increase in the popularity of alternative certification programs; however, some administrators are still reluctant to hire these graduates to teach within their schools. With the shortage of certified teachers in Mississippi, some school districts have no choice but to hire alternatively certified teachers. The purpose of this quantitative study was to determine if students taught by teachers trained in alternative teaching programs had significantly different changes in language arts scores on the Mississippi Curriculum Test 2 nd edition, as compared to fellow students who were taught by teachers trained in traditional teaching programs. Scores from the 2008--2009 Mississippi Curriculum Test 2nd edition were used for base line data. Scores from the 2009--2010 Mississippi Curriculum Test 2 nd edition were used to determine what degree of growth had taken place. The results were analyzed by using the educational software Statistical Package for the Social Sciences (SPSS) to conduct independent t tests. Data are presented using descriptive statistics. Results of the t tests confirmed that students taught by both types of teachers had some degree of success. Seventh grade students who were taught by traditional route teachers showed the greatest amount of growth difference. With the continuing debate over teaching certification programs, studies such as this can help create social change by providing statistical evidence of the effectiveness shown by teachers certified through both programs. School officials can use these results to help in making hiring decisions of potential teacher candidates. The end result is to provide students with the best possible teacher regardless of certification type.
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Andersen, DeEtta Lorick. "Evaluative Feedback: How K-12 Teachers Respond." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2514.

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This sequential mixed methods study addressed the need for research that both described and explained how teachers of varying experience respond to administrative evaluative feedback. Formative evaluation theory of Scriven and professional growth models of Steffy and Fessler served as theoretical models for data analysis. An online survey asking teachers how they changed their practices and what accounted for their response was received from 270 teachers in 1 Midwestern state. Of these, 9 teachers of varying experience were interviewed. The quantitative data showed that most teachers do not change practices on the 8 state teaching standards in response to feedback. An independent sample t test revealed statistically significant differences between teachers of varying experience in 3 standards: support of district goals, classroom management, and instruction. . An ANOVA found no significant effect between teaching experience and the length of time since the feedback was provided to the teacher. Qualitative data found a variety of social, personal, organizational, and student-based needs that accounted for teachers' response to feedback. In teachers that made changes to practices, administrator suggestion was the most important factor, but conversations with colleagues were also important. However, most teachers did not receive formative feedback. Organizational factors such as state initiatives to change instruction influenced teachers of more experience than novice teachers. These findings can help administrators improve the formative effect of their feedback. Understanding how evaluative feedback leads to changes in teaching practices should improve feedback systems in schools across the nation which subsequently should lead to in more effective teaching practices.
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Books on the topic "Assessment; Evaluation; Teacher Supervision"

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Marshall, Kim. Rethinking Teacher Supervision and Evaluation. New York: John Wiley & Sons, Ltd., 2009.

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A, Hoover Linda, ed. Teacher supervision & evaluation: Theory into practice. 3rd ed. Hoboken, NJ: Wiley, 2010.

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A, Hoover Linda, ed. Teacher supervision & evaluation: Theory into practice. 2nd ed. Hoboken, N.J: Wiley, 2008.

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Developmental teacher evaluation. Boston: Allyn and Bacon, 1986.

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Nolan, James F. Teacher supervision and evaluation: Theory into practice. Hoboken, N.J: Wiley, 2005.

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A, Hoover Linda, ed. Teacher supervision and evaluation: Theory into practice. Hoboken, NJ: Wiley, 2004.

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O'Dell, Clark. The ABC's of teacher evaluation. Yreka, CA: The Mardell Press, 1985.

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Greene, Myrna Lorraine. The evaluation of the Medicine Hat Model for teacher supervision and evaluation: Executive summary. Edmonton, Alb: Alberta Education, 1990.

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Clotfelter, Charles T. Teacher-student matching and the assessment of teacher effectiveness. Cambridge, Mass: National Bureau of Economic Research, 2006.

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Massachusetts. Division of Occupational Education. Teacher trainees' assessment of the chapter 74 Vocational Teacher Training Program. Quincy, Mass: Division of Occupational Education, Massachusetts Dept. of Education, 1989.

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Book chapters on the topic "Assessment; Evaluation; Teacher Supervision"

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Ford, Kathy, and Alan Jones. "Evaluation, Assessment and Report Writing." In Student Supervision, 127–43. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18693-8_9.

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Lochmiller, Chad R. "Credibility in Instructional Supervision: A Catalyst for Differentiated Supervision." In Differentiated Teacher Evaluation and Professional Learning, 83–105. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16454-6_5.

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Hazi, Helen M. "Coming to Understand the Wicked Problem of Teacher Evaluation." In The Wiley Handbook of Educational Supervision, 183–207. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119128304.ch8.

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Oliveras-Ortiz, Yanira, and Jo Ann Simmons. "Teacher Evaluation and Differentiated Instructional Supervision: A Tiered Approach to Promote Teacher Growth." In Differentiated Teacher Evaluation and Professional Learning, 107–26. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16454-6_6.

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Ivanova, Irina. "Feedback or Evaluation: Teacher-Trainees’ Preferences for Explicit Evaluation in Post-lesson Discussions." In Changing Language Assessment, 197–222. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42269-1_9.

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Horowitz, Rob. "Everyday Arts for Special Education: Impact on Student Learning and Teacher Development." In Arts Evaluation and Assessment, 37–64. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64116-4_3.

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Gurl, Theresa J., Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin, and Héfer Bembenutty. "Historical Context of Teacher Assessment and Evaluation." In Policy, Professionalization, Privatization, and Performance Assessment, 9–27. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29146-8_2.

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Centra, John A. "Assessment of Faculty in Teacher Education Programs." In A Practical Guide to Teacher Education Evaluation, 103–16. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2512-0_9.

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van der Lans, Rikkert. "A Probabilistic Model for Feedback on Teachers’ Instructional Effectiveness: Its Potential and the Challenge of Combining Multiple Perspectives." In Student Feedback on Teaching in Schools, 73–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_5.

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AbstractThis chapter describes research into the validity of a teacher evaluation framework that was applied between 2012 and 2016 to provide feedback to Dutch secondary school teachers concerning their instructional effectiveness. In this research project, the acquisition of instructional effectiveness was conceptualized as unfolding along a continuum ranging from ineffective novice to effective expert instructor. Using advanced statistical models, teachers’ current position on the continuum was estimated. This information was used to tailor feedback for professional development. Two instruments were applied to find teachers’ current position on the continuum, namely the International Comparative Assessment of Learning and Teaching (ICALT) observation instrument and the My Teacher–student questionnaire (MTQ). This chapter highlights background theory and central concepts behind the project and it introduces the logic behind the statistical methods that were used to operationalize the continuum of instructional effectiveness. Specific attention is given to differences between students and observers in how they experience teachers’ instructional effectiveness and the resulting disagreement in how they position teachers on the continuum. It is explained how this disagreement made feedback reports less actionable. The chapter then discusses evidence of two empirical studies that examined the disagreement from two methodological perspectives. Finally, it makes some tentative conclusions concerning the practical implications of the evidence.
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Hoang, Loc Phuoc, Le Anh Phuong, Somjit Arch-int, and Ngamnij Arch-Int. "Multidimensional Assessment of Open-Ended Questions for Enhancing the Quality of Peer Assessment in E-Learning Environments." In Learning and Performance Assessment, 147–73. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0420-8.ch008.

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In online learning environments, peer assessment activities lack the observation and supervision by the teacher or instructor. Therefore, students may be lacked full effort to assess their peers. There exist the students' hesitation about criticizing their peers and scoring their peers honestly, the likelihood for peer assessment to be occasionally unreliable and unfair. The present assessment methods focus only on the single-dimensional assessment of content rather than the activities and collaborations among the students. Students also have no chance to analyze and comment on their peer answers. This study explored the multidimensional assessment method on open-ended question to foster positive attitudes and full effort among students engaging in E-learning environments. The objectives are as follows: 1) To develop a process model for multidimensional assessment (M-DA) to enable effective learning 2) To develop free-text answers assessment by using vector space model and semantic extraction model 3) To develop an algorithm for evaluating students' based on multidimensional assessment. Two groups of parallel students taking an e-course were tested on the system. The results of experiment noted that the proposed method overcomes the method just focuses on student assessment only without consideration and evaluation of the quality of the peer assessment. In light of the findings, the proposed method actively impacted on the development and improvement of learning and the quality of peer assessment among students in E-learning environments.
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Conference papers on the topic "Assessment; Evaluation; Teacher Supervision"

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Zhang, Xiaolei. "Research on Assessment and Evaluation of Teacher in Police Colleges." In Proceedings of the 2019 3rd International Conference on Education, Management Science and Economics (ICEMSE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icemse-19.2019.104.

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Barakat, Nael, and Heidi Jiao. "Effective NEMS Education and Training in an Undergraduate Course." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86318.

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Increasing demand on workforce for nanotechnology implementation has resulted in an exponential increase of demand on educational material and methods to qualify this workforce. However, nanotechnology is a field that integrates many areas of science and engineering requiring a significant amount of background knowledge in both theory and application to build upon. This challenge is significantly magnified when trying to teach nanotechnology concepts and applications at the undergraduate engineering level. A considerable amount of time is needed for an undergraduate engineering student to be able to design and build a useful device applying nanotechnology concepts, within one course time. This paper presents an actual experience in teaching hands-on applications in nanotechnology to undergraduate engineering students through an optimized model, within a normal course time. The model significantly reduces the time needed by undergraduate students to learn the necessary manufacturing techniques and apply them to produce useful products at the micro and nano levels, by ensuring that infrastructure and legwork related to the educational process are partially completed and verified, before the course starts. The model also provides improved outcomes as all its pre-course work is also tested with students working under different arrangements of professors’ supervision. The result is an optimized infrastructure setup for micro and nanotechnology design and manufacturing education, built with students in mind, to be completed within the frame of one semester course. The model was implemented at GVSU-SOE as the core hands-on part of a senior undergraduate course titled (EGR 457 nano/micro systems engineering). Students in the course were able to go through the design and build steps of different MEMS and NEMS products, while learning and utilizing cleanroom equipment and procedures. This was based on infrastructural arrangements by students preceding this class by a semester and working closely with the professors. Assessment was conducted on both sides of the model and results were collected for evaluation and improvement of the model.
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Suharto, V., D. Setiyadi, E. Mursidik, and E. Meikayanti. "Clinical Supervision in Teaching Aprenticeship for Teacher Candidates at University of PGRI Madiun: An Evaluation for Model Development." In 2nd Workshop on Language, Literature and Society for Education. EAI, 2019. http://dx.doi.org/10.4108/eai.21-12-2018.2282770.

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Prats, Miquel Àngel, Jordi Simón, Elena Sofía Ojando, and Núria Carrasco. "DESIGN AND CREATION OF EVALUATION RUBRICS FROM GOOGLE APPS (WITH CORUBRICS): SELF-ASSESSMENT, CO-EVALUATION AND TEACHER ASSESSMENT IN HIGHER EDUCATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2086.

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De Marsico, Maria, Andrea Sterbini, and Marco Temperini. "An Analysis of Factors Affecting Automatic Assessment based on Teacher-mediated Peer Evaluation - The Case of OpenAnswer." In 8th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2016. http://dx.doi.org/10.5220/0005863200490061.

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Dârlă (Ionescu), Ileana Constanţa. "Evaluation of Learning in the Period of Early Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/12.

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At all levels of education, learning assessment is generally considered to be an essential part of teachers' work. For early childhood educators, ie those who work with children from birth to age six, there are special considerations that stem from the characteristics of those trained and the nature of early learning. This paper reviews research on the formative assessment of early learning and development. In this way, important theoretical constructs related to early learning are explored and research on key aspects of early childhood learning is synthesized. We discuss the methods that are most useful for painting a richer picture of early learning and development. Some of the challenges inherent in formative assessment in early childhood are also highlighted and discussed.
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Pleșoianu, Ana-Maria. "Performance Descriptors - Qualitative Assessment of the Product of Students’ Activity in Primary School." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/24.

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Focusing education on competences is a major concern today. The evaluation of the school acquisitions, of the students' competences, becomes an important and difficult task. We can no longer afford to evaluate by asking for the restitution of knowledge and / or the application of isolated skills, but it is necessary to confront students with complex problem situations and ask them to solve them by mobilizing all that they have learned. According to the hypothesis of this research, if each school product will be evaluated on the basis of benchmarks that will be broken down into a set of performance indicators, each of them has performance descriptors, they will ensure the uniformity of the evaluation conditions, beyond the variety of conditions in which the education is carried out. The first purpose of the research was to identify how teachers for primary school can provide a unitary assessment for students, nationally, if the process and product of education or learning is related to the curricular and performance standards established at the national level. The results indicate that, it is not easy for the teachers to evaluate the competences of the students, because they do not know very well about what complex of situations reveal the learning achievements so they can estimate the level of students in mastery of competences.
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Chaw, Ei Phyu, and Erika Kopp. "Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/08.

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Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.
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Jin, Shize, Yong Zeng, and Chun Wang. "Assessment of Advertising Effectiveness Through Audience’s Eye Movements." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28197.

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The evaluation of advertisement effectiveness during the advertisement design phase and pre-launch phase is critical for the advertisement’s success in the targeted market. This evaluation should predict advertisement’s final performance as accurately as possible. In today’s advertisement business, questionnaire-based evaluation methods, such as attitude and opinion rating are widely used. To obtain good survey results, high quality questionnaires and proper interviewing procedures have to be developed with the support of the competent execution and supervision. These activities are usually costly even though some of them can be conducted online. This paper proposes a novel method for assessing the advertisement effectiveness through the automated capturing and analyzing of audiences’ eye movements. This method is based on the assumption that some attributes of audiences’ eye movements are correlated to their visual attention defined in the context of advertisement effectiveness. To validate our research hypotheses, experiments were conducted. In the experiments, subjects were required to watch several advertisements in sequence and the subjects’ eye movement data were collected simultaneously. By analyzing the data patterns and comparing them with the effectiveness evaluation obtained from questionnaire-based method, we found that the proposed method produces similar evaluations to those resulted from the traditional attitude and opinion rating method.
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Turró, Carlos, Juan Carlos Morales, and Jaime Busquets-Mataix. "A study on assessment results in a large scale Flipped Teaching Experience." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8141.

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During the last academic year, Universitat Politècnica de Valencia (UPV) developed a large scale experience in flipped teaching (FT), with 64 different courses and 3083 students (2512 unique). Teachers could decide to participate in the experience on their own, and in quite a number of courses we have groups with FT and groups without it. Assessment of the students was done using classical systems (mostly written exams). Evaluation of the experience was done through several ways: First we did a qualitative survey to teachers and students, and then we carried out an analytical study about the results of the assessments, comparing between years, between FT and classical courses and also internally in the courses with FT and classical groups. Results of this analysis show that students like the FT system and that they got statistically significant better results in the classical assessments, with at least a 5% gain. Also we have no correlation results with the perceived teacher quality and the student group size. So this study allows to verify the capabilities of FT approach in higher educational institutions.
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Reports on the topic "Assessment; Evaluation; Teacher Supervision"

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Perea-Hernandez, Jose. Teacher Evaluation of Item Formats for an English Language Proficiency Assessment. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.436.

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Mansour, Sana. An Assessment of the Current Practice of Teacher Evaluation in Saudi Arabian Universities and the Development of a Teacher Evaluation Program Based on This Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1231.

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Rodrigo, Maria Fernanda, Claudia Figueroa, Oliver Peña-Habib, Xiomara Rojas-Asqui, and Melanie Putic. OVE's Review of Project Completion Reports (PCRs) and Expanded Supervision Reports (XSRs): The 2020 Validation Cycle. Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002944.

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This report summarizes the results of the Office of Evaluation and Oversight's (OVE) annual validation of the self-assessments of project performance and results completed by the Inter-American Development Bank (IDB) and IDB Invest in 2019-2020. The IDB and IDB Invest have systems in place to measure the development effectiveness of their operations. These systems use a number of instruments to assess projects at the design, implementation, and completion phases. The design-phase assessment uses a “Development Effectiveness Matrix” (DEM) for sovereign guaranteed (SG) operations. The effectiveness of non-sovereign guaranteed (NSG) operations is measured with a “Development Effectiveness Learning, Tracking, and Assessment tool” (DELTA). Implementation-phase assessments measure SG operations with “Project Monitoring Reports,” while NSG operations are assessed with “Project Supervision Reports.” Upon completion, SG projects are self-evaluated with “Project Completion Reports,” or PCRs. NSG operations, use “Expanded Supervision Reports,” or XSRs when they reach early operation maturity (EOM). OVE validates Managements self-evaluations (PCRs and XSRs) and assigns a final project performance rating to each operation. As part of the 2020 validation cycle, OVE reviewed PCRs for 63 operations, 62 with operational closure (CO fully justified) in 2018 and one in 2013. XSRs were reviewed for 36 IDB Invest operations that had reached early operating maturity (EOM) in 2018.
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