Relevant bibliographies by topics / Assessment of teacher performance

Contents

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

Academic literature on the topic 'Assessment of teacher performance'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Assessment of teacher performance"

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Kilic, Didem. "An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education." Higher Education Studies 6, no. 1 (February 1, 2016): 136. http://dx.doi.org/10.5539/hes.v6n1p136.

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This study focuses on the process of implementing self-, peer- and teacher-assessment in teacher education in order to examine the ways of applying these assessment practices and specifically aims at finding out the level of agreement among pre-service teachers’ self-, peer- and teacher-assessments of presentation performances. Pre-service teachers’ presentation performances including an application of a teaching method assessed by peers and teacher and also by themselves through criteria based assessment forms. The analysis of the data revealed that there are statistically significant differences among self-, peer- and teacher-assessment scores. Peer-assessment of pre-service teachers’ presentations is found to be significantly higher compared with teacher-assessment and self-assessment. With regard to the comparison of teacher-assessment scores and self-assessment scores, it is revealed that there are no significant differences between teacher- and self-assessments. In teacher training programmes beside summative approach self-, peer- and teacher-assessments can be implemented in a formative way as useful practices in developing more succesful performance, higher confidence, effective presenting skills and essential competencies required for effective teaching.
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Kimori, David. "Investigating Science Teacher Candidates’ Assessment Practices Using Teacher Performance Assessment (edTPA)." Journal of Education and Training 6, no. 1 (December 31, 2018): 1. http://dx.doi.org/10.5296/jet.v6i1.13441.

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The emerging paradigm in assessment argues for teachers to assess student thinking, as opposed to factual recall, thus calling for alternative-performance, project, and portfolio-based assessments that align with constructivist and sociocultural views of learning (Resnick & Resnick, 1992; Shepard, 2000). In this study, three science teacher candidates’ experience in assessing students is documented. Data analysis was from open-prompt surveys, 15 Teacher Performance Assessment edTPA artifacts collected from the three teacher candidates, and individual interviews. Findings indicated that science teacher candidates made deliberate efforts in giving students feedback to guide their learning but they struggled with strategies that encourage students to appropriately use that feedback once given to them. We argue that broadening how teacher candidates analyze assessment and feedback given to students in science classes should not only indicate correct or incorrect responses, but also act as a guide for future learning and reveal students’ strengths.
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Stiggins, Richard J., and Nancy J. Bridgeford. "Performance Assessment for Teacher Development." Educational Evaluation and Policy Analysis 7, no. 1 (March 1985): 85–97. http://dx.doi.org/10.3102/01623737007001085.

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Mebratu, Belete, and Kelly Ahuna. "Pre-Service Teachers’ Reactions to Education Teacher Performance Assessment." Cultural and Pedagogical Inquiry 11, no. 2 (September 16, 2019): 44–52. http://dx.doi.org/10.18733/cpi29483.

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The purpose of study was to explore the experiences of teacher candidates about being assessed by the Education Teacher Preparation Assessment (edTPA) requirements during their student teaching practicum. Fifty-six elementary and adolescent majors working for a Master of Science Degree in Education participated in the study by responding to open-ended survey questions. The study aimed at answering two research questions: (1) What are the challenges/concerns that the student teachers report about their experiences of edTPA during their student teaching placements? (2) Do teacher candidates suggest edTPA remains as part of the teacher education program requirement? The findings of the study indicate that the teacher candidates are adamant about their unfavorable experiences of edTPA implementation. They expressed that they found edTPA requirements to be an additional burden, not beneficial, a distraction, and they suggest that edTPA should be discarded from current teacher education programing. While such findings call for considerations to revisit aspects of edTPA for improvement, further studies are suggested to add insight into the nature of edTPA implementation.
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Bastian, Kevin C., Diana Lys, and Yi Pan. "A Framework for Improvement: Analyzing Performance-Assessment Scores for Evidence-Based Teacher Preparation Program Reforms." Journal of Teacher Education 69, no. 5 (February 9, 2018): 448–62. http://dx.doi.org/10.1177/0022487118755700.

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Teacher candidate performance assessments represent a promising source of data for evidence-based program improvement. However, teacher preparation programs (TPPs) interested in reform face a crucial question: how to identify actionable evidence in performance-assessment data. To address this concern, we propose a two-pronged empirical framework that TPPs can use to analyze performance-assessment data. The first approach, latent class analysis, creates profiles of instructional practice by grouping candidates together based on similarities in their performance-assessment scores. This can help TPPs provide targeted supports to candidates. The second approach, predictive validity analyses, estimates relationships between candidates’ performance-assessment scores and their performance as teachers-of-record. This can help TPPs identify programmatic elements significantly related to teacher outcomes. We illustrate this framework with Educative Teacher Performance Assessment (edTPA) data from a Partner University and contend that the impact of performance assessments can be amplified by these common strategies for analyzing performance-assessment data.
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Okhremtchouk, Irina, Patrick Newell, and Rebecca Rosa. "Assessing Pre-service Teachers Prior to Certification: Perspectives on the Performance Assessment for California Teachers (PACT)." education policy analysis archives 21 (June 30, 2013): 56. http://dx.doi.org/10.14507/epaa.v21n56.2013.

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This study focuses on pre-service teachers’ perspectives regarding how the process of completing the Performance Assessment for California Teachers (PACT) affected them academically, professionally, and personally. Two cohorts participated in this year-two study. Pre-service teachers’ perspectives were acquired using a survey instrument comprised of open-ended questions. In addition, pre-service teachers’ self-confidence levels pertaining to assessment task components of PACT (i.e., planning, instruction, assessment, reflection, and academic language) were measured prior to the execution of PACT portfolio assessment and these levels were compared to the actual scores on PACT. This study concludes with implications for teacher educators and teacher education programs implementing pre-service teacher assessments; these implications include policy level suggestions as well as a discussion of intended and unintended consequences of the PACT assessment on the pre-service teachers.
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Magdalena, Hilyah, Umami Umami, and Hadi Santoso. "SYSTEM MODEL FOR WEB-BASED TEACHER PERFORMANCE ASSESSMENT." Jurnal Transformatika 17, no. 1 (July 29, 2019): 67. http://dx.doi.org/10.26623/transformatika.v17i1.1413.

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<p>The performance of teachers in educational institutions needs to have an appreciation and assessment that has a basis. Teacher performance assessment is one of the bases for decision making related to the career of the teacher. To improve the quality and accuracy of performance appraisal, this study designs a web-based teacher performance assessment decision support system. The Decision Support System method used is Analytical Hierarchy Process (AHP), and information system design uses the Object Oriented Analysis and Design (OOAD) method. Respondents in this study were deputy principals, teacher representatives, and committee representatives. The results of the calculation of the respondent questionnaire were carried out with a paired comparison matrix. The results of the combined calculation showed that the first level criteria which were the highest weighted were Social with a weight of 33.4% and the alternative teacher with the best performance was Vera Asmara with a value of 22.9%.</p><p> </p>
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Allen, Robert M. "Teacher to Teacher: Ordered Pair Relations: a Performance Assessment." Mathematics Teaching in the Middle School 5, no. 3 (November 1999): 190–94. http://dx.doi.org/10.5951/mtms.5.3.0190.

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Assessment goals may include having students demonstrate factual knowledge, apply skills, integrate previously learned skills with new concepts, and synthesize concepts from various disciplines. The assessment strategy described here seeks to help students integrate new concepts with previously learned topics from different strands and eventually apply the results of the problems to future situations.
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Struyk, L. Ruth, Diane Kinder, Karen B. Cole, Kathleen Best, and Deborah Smith-Shank. "Utilizing Multimedia Applications to Enhance Instruction of Performance Assessment for Pre-Service Teachers." Journal of Educational Computing Research 13, no. 3 (October 1995): 227–36. http://dx.doi.org/10.2190/dwc9-wkx2-h55p-y0af.

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Although performance assessment has rapidly captured the attention of educators and is widely accepted as an important component of pre-service teacher preparation, problems remain with incorporating performance assessment into typical university measurement courses. This article examines these problems and suggests that multimedia applications be utilized to resolve some of them and to enhance the instruction of performance assessment in teacher preparation measurement courses. Multimedia applications employed in measurement courses allow pre-service teachers to observe and analyze performances in art, physical eduction, vocational education, and other authentic tasks appropriate for direct assessment.
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Schmier, Stephanie Anne. "Performing the performance assessment." English Teaching: Practice & Critique 18, no. 3 (October 14, 2019): 382–96. http://dx.doi.org/10.1108/etpc-11-2018-0104.

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Purpose In this paper, the author extends the current research on standardized performance assessments in preservice education by moving with novice teachers from their student teaching experiences into their first years as fully certified classroom teachers. Here, the author draws on scholarship that conceptualizes literacies as performative (Alexander, 2005; Youdell, 2010) to examine how engaging in a standardized performance assessment process shaped the teaching identities that participants carried into their first years of teaching in the field. Design/methodology/approach Through a qualitative case study, the author investigates the experiences of a group of six novice elementary educators in their first years in the classroom after completing the standardized performance assessment Educative Performance Assessment as a major component of their certification program. Data, which included focus group and individual interviews and artifacts (instructional handouts, teaching videos, lesson plans, written reflective commentaries), were analyzed through a performance lens. Findings Findings highlight how engaging with a standardized performance assessment shaped the meanings that participants made of their teaching practices, including lesson planning and implementation for and with students from diverse linguistic and cultural backgrounds. Originality/value This paper offers insights that can support teacher educators working toward preparing teachers for work with diverse students in public school classrooms that might produce more equitable policies, practices and transformative reforms, particularly for historically marginalized groups.
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Dissertations / Theses on the topic "Assessment of teacher performance"

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Moran, Renee Rice. "The Implications of Teacher Performance Assessment and the Impact on Teacher Decision Making." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3588.

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The issue of teacher accountability has been a part of the educational conversation for three decades, but only recently has this conversation been translated into policy as states begin directly tying teacher evaluation scores in part to student achievement on standardized tests. This qualitative study focuses on a group of teachers who are participating in this new form of evaluation (containing both qualitative and quantitative elements including test scores and lesson observations) and examines how they perceived the process. In particular, the study looks at how their personal reactions to a high-stakes evaluation impacted their instructional decision making in their literacy classrooms. Findings demonstrate that teachers had varying levels of change in instructional practice and that these changes were impacted by a variety of factors including personal beliefs and contextual issues. Additionally, findings demonstrated that participants found the qualitative portion of the model to be highly subjective which was considered especially problematic because of the high stakes nature of the evaluation.
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Durst, Melissa Anne. "Assessment of Ohio Music Teachers: Challenges and Implications." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1335757438.

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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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Ryan, Kelli A. "An Investigation of Pre-Service Teacher Assessment Literary and Assessment Confidence: Measure Development and EdTPA Performance." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1522746692960315.

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LaCaze, Donna Odom. "An Investigation of Factors Identified By Novice Teachers That Influence Performance on Standardized Assessments and Teacher Performance." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/646.

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Entry in the teaching profession is often dependent on a number of steps or phases involving standardized assessments and performance assessments. The relationships between and among the variables incorporated in such instruments are typically assumed, but not necessarily substantiated. Furthermore, the relationships between the variables assessed and factors involved in teacher preparation have not been investigated. This study was designed to investigate the nature of such relationships in one particular case. In the spring of 1997, the Louisiana legislature changed the Louisiana Teacher Assessment Program to create the Louisiana Teacher Assistance and Assessment Program (LaTAAP). LaTAAP is a uniform statewide program for new teachers entering service for the first time in a Louisiana Public School System. Through LaTAAP, each new teacher is assigned a mentor teacher who helps him or her transition into the career of education as successfully and effectively as possible (Louisiana Department of Education, Professional Development Manual, 2002-2003). The Praxis is a series of tests developed by Educational Testing Service (ETS) that provides tests and other services for states to use as a part of their teacher licensing and certification process. The Praxis Series is currently required for teacher licensure in Louisiana and 43 other states and U.S. jurisdictions (Educational Testing Service [ETS], 2005-2006). The purpose of this study was intended to address relationships by investigating the factors identified by novice teachers as influencing their performance on Praxis and LaTAAP. Additionally, this study addressed whether the mentoring component increased teachers' sense of their capacity to teach effectively. The central research question was: What factors or issues are identified by novice teachers as influences on their performance in standardized assessments and classroom teaching effectiveness? This qualitative study utilized a phenomenological approach employing data collection techniques consisting of personal questionnaires, interviews, and focus groups. Data were collected exclusively from ten participants who completed LaTAAP over the past four years and passed Praxis. An analysis of the data revealed several commonalities of the participants' Praxis and LaTAAP experiences which have had an effect on their professional practice. The issues in common included professional growth, mentoring, and testing.
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Weaver, Jessica. "Teacher Factors and Student Achievement as Measured by the ACT Assessment and Subsequent Teacher Perceptions of Those Factors." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3540.

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The purpose of this quantitative study was to investigate educator factors that have an impact on student achievement and overall school performance as indicated in the American College Test (ACT) scores from the district and the individual schools. Educators from a moderate-sized public school district participated in an anonymous online survey. According to the Tennessee Department of Education (TDOE) Report Card, the district ACT composite is a 20.1 (TDOE, 2018e). Two of the district’s schools’ results are higher than the district composite, while the other five are consistent with or below the district composite. Participants of this study shared their number of years of experience, amount of professional development, and education level obtained, as well as their perceptions of these factors. All data were collected through an online survey distributed to 9th-12th teachers by email from school principals. The analysis of data was based on the responses of 67 teachers from this school district. For this study, non-experimental quantitative research was used with a comparative and correlational design. As indicated in the findings of this study, teacher experience, teacher professional development hours, teacher education level, and teachers’ perceptions of these factors did not play a significant role on student performance on nationally standardized tests, specifically the ACT.
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Morton, Jordan. "Perceptions of Completers of a Four-Task Teaching Performance Assessment." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2672.

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In California, 55 teacher preparation programs have embedded a standardized four-task teaching performance assessment (CalTPA) as a requirement for initial teacher licensure. Guided by the frameworks of transactional experience and the theory of formative assessment, this phenomenological study addressed the meaning and role ascribed to the CalTPA by those who complete it. Research questions examined participants' perceptions of their CalTPA experience with respect to preparation, completion of the tasks, feedback, remediation, activities between tasks, and overall experience Data were collected through 3 semi-structured interviews of 8 participants who had successfully completed the CalTPA tasks, chosen by reputational case selection from 1 teacher preparation program. Data were coded for elements of process and overarching themes using inductive descriptive coding in 2 cycles, beginning with discrete codes and then grouping those into themes. Results indicated that the CalTPA played a significant role in the development of completers. Themes included common process elements, emotions, perceptions of tasks, key success factors, and overall influence of the experience. Implications for positive social change include informing stakeholders in teacher preparation programs on best policies and practices to support the development of pre-service teachers into effective in-service teachers, whose future students will benefit from improved educational quality.
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Palumbo, Jill. "ASSESSING ARTS EDUCATORS: HOW THE PERFORMANCES OF PUBLIC AND PRIVATE HIGH SCHOOL ART TEACHERS ARE ASSESSED IN VIRGINIA." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3204.

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Teacher assessment is a hot topic in today’s high-stakes, test-driven, accountability-focused educational environment. My recent research addresses how high school art educators, under the umbrella of non-tested subjects and grades, are assessed in their classroom teaching practices in Virginia. Based on my findings, it is clear that while the teachers surveyed do not fear accountability, they are wary of being evaluated by those who lack the content knowledge in the arts, by methods that are subjective, and with criteria that is inflexible. This thesis addresses the need to develop open forums that include the educator’s voice in order to create better teacher assessments that focus on student learning achievement in authentic and holistic ways. By learning about and sharing resources regarding how teachers in non-tested subjects and grades are evaluated suggestions are made to organize resources that may help develop more authentic assessments for art teachers focusing on meaningful student learning and achievement.
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Rock, Terryl, and Norma Hogan. "Improving Performance on Task Three Assessment: Strategies and Supports." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3261.

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In this session presenters will demonstrate specific strategies and supports that have helped our teacher candidatesimprove their performance on Task Three: Assessment. Topics include helping teacher candidates: Identify and state objectives clearly and effectively. Align standards/objectives, instruction, and assessment. Develop deeper understandings of evaluative criteria, cognitive feedback, and helping their students to use feedback. Organize and display assessment data. Conduct meaningful analysis of assessment data Use assessment data to modify instruction and to plan next steps Examples of strategies/activities/supports, as well as guidance for others to develop their own will be provided.
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Radford, Brian W. "The Effect of Formative Assessments on Language Performance." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3978.

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This study sought to improve the language learning outcomes at the Missionary Training Center in Provo, Utah. Young men and women between the ages of 19-24 are taught a foreign language in an accelerated environment. In an effort to improve learning outcomes, computer-based practice and teaching of language performance criteria were provided to missionaries in an effort to allow them to progress at their own pace outside of the classroom. The effect of computer-based practice and the teaching of language performance criteria were assessed in a 2x2 factorial design. The dependent variable was speaking proficiency in the Spanish language. This variable was assessed in two different ways: (a) human-rated speaking proficiency and (b) computer-scored speaking proficiency. Results suggest that the teaching of language performance criteria increases speaking proficiency over those who are not taught the criteria. Missionary trainee responses also indicate that the training of criteria helped the trainees to evaluate their own performance and the performance of other language speakers. Missionary trainees also reported that this training helped them to see their own progress and to set appropriate learning goals.
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Books on the topic "Assessment of teacher performance"

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Carter, Julie H., and Hilary A. Lochte, eds. Teacher Performance Assessment and Accountability Reforms. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-56000-1.

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Washington Association of Colleges for Teacher Education. State of Washington performance-based pedagogy assessment of teacher candidates. [Seattle, Wash: Seattle Pacific University?, 2003.

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Ingersoll, Gary M. Performance-based teacher certification: Creating a comprehensive unit assessment system. Golden, Colo: Fulcrum, 2002.

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Evans, Peter J. A. Teacher guide: The junior high years : writing (performance, assessment, growth). [Yellowknife, N.W.T.]: Northwest Territories Education, 1988.

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Guide to performance assessment for California teachers (PACT). Boston: Pearson, 2011.

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Lombardi, Judy. Guide to performance assessment for California teachers (PACT). Boston: Pearson, 2011.

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Lombardi, Judy. Guide to performance assessment for California teachers (PACT). Boston: Pearson, 2011.

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Michael, Hibbard K., Pomperaug Regional School District 15 (Middlebury and Southbury, Conn.), and Association for Supervision and Curriculum Development., eds. A teacher's guide to performance-based learning and assessment. Alexandria Va: Association for Supervision and Curriculum Development, 1996.

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Wyatt-Smith, Claire, Lenore Adie, and Joce Nuttall, eds. Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3705-6.

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J, Shavelson Richard, ed. Assessing hands-on science: A teacher's guide to performance assessment. Thousand Oaks, Calif: Corwin Press, 1996.

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Book chapters on the topic "Assessment of teacher performance"

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Carter, Julie H., and Hilary A. Lochte. "Teacher Blame and Corporate Gain: edTPA and the Takeover of Teacher Education." In Teacher Performance Assessment and Accountability Reforms, 7–23. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-56000-1_2.

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Darling-Hammond, Linda, and Beverly Falk. "Supporting Teacher Learning through Performance Assessment." In Beyond the Bubble Test, 207–35. San Francisco: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119210863.ch7.

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Darling-Hammond, Linda, Jamal Abedi, Frank Adamson, Jillian Chingos, David T. Conley, Beverly Falk, Ann Jaquith, et al. "How Performance Assessment Can Support Student and Teacher Learning." In Next Generation Assessment, 43–55. San Francisco: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119211020.ch4.

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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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Carter, Julie H., and Hilary A. Lochte. "Introduction." In Teacher Performance Assessment and Accountability Reforms, 1–6. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-56000-1_1.

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Lambert, Keith A., and Suzann Girtz. "How Do You Talk to a Politician About the edTPA? Advocacy Through Inquiry and Social Justice Around High-Stakes Assessment." In Teacher Performance Assessment and Accountability Reforms, 177–87. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-56000-1_10.

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Picower, Bree, and Anne Marie Marshall. "“Run Like Hell” to “Look Before You Leap”: Teacher Educators’ Responses to Preparing Teachers for Diversity and Social Justice in the Wake of edTPA." In Teacher Performance Assessment and Accountability Reforms, 189–212. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-56000-1_11.

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DeMoss, Karen. "New York’s edTPA: The Perfect Solution to a Wrongly Identified Problem." In Teacher Performance Assessment and Accountability Reforms, 25–46. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-56000-1_3.

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Lalley, James P. "Reliability and Validity of edTPA." In Teacher Performance Assessment and Accountability Reforms, 47–78. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-56000-1_4.

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Clayton, Christine. "Raising the Stakes: Objectifying Teaching in the edTPA and Danielson Rubrics." In Teacher Performance Assessment and Accountability Reforms, 79–105. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-56000-1_5.

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Conference papers on the topic "Assessment of teacher performance"

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Bertule, Dace, Inese Dudareva, Dace Namsone, Liga Cakane, and Anete Butkevica. "FRAMEWORK OF TEACHER PERFORMANCE ASSESSMENT TO SUPPORT TEACHING 21ST CENTURY SKILLS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1410.

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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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Khairina, Dyna Marisa, Ramadiani, Sesi Sahamur, Addy Suyatno, Septya Maharani, and Heliza Rahmania Hatta. "Assessment of Teacher Performance Using Technique For Other Preference By Similarity To Ideal Solution (TOPSIS)." In 2018 Third International Conference on Informatics and Computing (ICIC). IEEE, 2018. http://dx.doi.org/10.1109/iac.2018.8780452.

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Burkovicova, Radmila. "SUBJECTIVE ASSESSMENT OF THE ACTUAL PERFORMANCE DIFFICULTY OF SELECTED PROFESSIONAL ACTIVITIES BY A KINDERGARTEN TEACHER." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/34/s13.075.

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Bolona Lopez, Maria del Carmen, Margarita Elizabeth Ortiz, and Christopher Allen. "Using mobile devices and the Adobe Connect web conferencing tool in the assessment of EFL student teacher performance." In EUROCALL 2015. Research-publishing.net, 2015. http://dx.doi.org/10.14705/rpnet.2015.000313.

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Ramdani, Zulmi, Lidwina Felisima Tae, Bagus Hary Prakoso, and Nuchwana Luanganggoon. "Personality Trait, Self-Efficacy, and Individual Work Performance on Science Teachers in Indonesia." In International Conference on Educational Assessment and Policy (ICEAP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210423.058.

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Cobos, Maximo, Miguel Arevalillo-Herráez, Esther De Ves, Sandra Roger, Miguel García-Pineda, Francisco Grimaldo, Ariadna Fuertes, et al. "Game-based learning supported by audience response tools: game proposals and preliminary assessment." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8044.

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The so-called game-based learning strategies are based on introducing games in the classrooms to improve aspects such as student performance, concentration and effort. Currently, they provide a very useful resource to increase the motivation of university students, generating a better atmosphere among peers and between student and teacher, which in turn is generally translated into better academic results. However, the design of games that successfully achieve the desired teaching-learning objectives is not a trivial task. This work focuses on the design of games that allow the assessment of ICT-related university subjects. Specifically, three different games are proposed, all based on student participation in teams. After undertaking a preliminary evaluation of the different games, and observing the results obtained in different subjects taught by different teachers, the advantages and disadvantages of each game are discussed. This preliminary study will thus serve as an starting point for a more exhaustive study on the designed games, by including an statistical analysis considering the time variable (results in different academic courses).
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Lehrer, Richard. "Keynote: Accountable assessment." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_9.

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There is widespread agreement about the importance of accounting for the extent to which educational systems advance student learning. Yet, the forms and formats of accountable assessments often ill serve students and teachers; the summative judgements of student performance that are typically employed to indicate proficiencies on benchmarks of student learning commonly fail to capture student performance in ways that are specific and actionable for teachers. Timing is another key barrier to the utility of summative assessment. In the US, summative evaluations occur at the end of the school year and may serve future students, but do not help teachers better support the students who were tested. In contrast, formative assessments provide actionable grounds to improve the quality of instruction on the basis of both the granularity and specificity of their content and their timing. Unfortunately, the psychometric qualities of formative assessments are often unknown. I describe an innovative approach to assessment that aims to blend the productive characteristics of both summative and formative assessment. The resulting assessment system is accountable to students and teachers by providing actionable information for improving classroom instruction, and at the same time, it addresses the demands of psychometric quality for purposes of system accountability as it is currently practiced (in the US). The innovative assessment system relies on partnership with teachers to generate (1) a shared conceptual frame for describing instructional goals and valued forms of teaching and learning; (2) a set of electronic tools to help teachers detect, share, analyse, and interpret student learning data; and (3) classroom and school-level community professional development structures to support and sustain a widespread practice of assessing to guide instruction. These features are coupled with new psychometric models, developed by the Berkeley Evaluation and Research Center, that provide more robust estimates of student learning by linking information from multiple sources, including student classroom work, student responses to formative assessments, and summative evaluations. (Mark Wilson will address the psychometric modeling during this conference.) Here I describe challenges and prospects for this innovation with a case study of its implementation in a K–5 elementary school that is seeking to improve the quality of instruction and students’ understandings of measure and rational number arithmetic.
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Sitorus, Mei Lusiana. "Non-Native English Teachers Interpretation of Rubrics Used for Assessing Students’ Writing." In International Conference on Future of Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3202.

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The benefits of rubrics as teaching learning tools have been identified specifically for performance-based assessment in language. In Indonesia, the ability to produce quality written work has become a necessity to complete higher education but it remained unclear how learning and assessment on this area were conducted. This paper focused on exploring the use of rubrics by four non-native teachers’ working for a private ESL school in Indonesia for assessing students’ writing tasks. The study investigated how the teachers’ current practice and how they approached rubrics for assessing writing by means of both closed and open-ended surveys. Additionally, an analysis of the assessed essay against the rubrics was conducted to identify interrater reliability. The results showed that the teachers had positive attitude towards rubrics, used rubrics regularly and approached rubrics in a similar fashion which was to use them as an assessment tool but not learning tool. There was an identified interrater inconsistency in the scoring results. Additionally, the teachers put a lot more focus on Grammar, Spelling and Punctuation category than on the other two categories (Function & Content, and Cohesion & Coherence). The implication of the study calls for more effective use of rubrics as teaching and learning tools by the teachers as well as the provision of teacher training which enable the teachers to do so and consequently resulting in improvement of interrater reliability. Keywords: rubrics, interpretation of rubrics, non-native teachers, English writing, writing assessment
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Reports on the topic "Assessment of teacher performance"

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Fiser, Timothy. Impact of Teacher Feedback on the Development of State Issued Scoring Guides for Science Inquiry and Engineering Design Performance Assessments. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.991.

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Clotfelter, Charles, Helen Ladd, and Jacob Vigdor. Teacher-Student Matching and the Assessment of Teacher Effectiveness. Cambridge, MA: National Bureau of Economic Research, January 2006. http://dx.doi.org/10.3386/w11936.

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Grissom, Jason, Susanna Loeb, and Nathaniel Nakashima. Strategic Involuntary Teacher Transfers and Teacher Performance: Examining Equity and Efficiency. Cambridge, MA: National Bureau of Economic Research, June 2013. http://dx.doi.org/10.3386/w19108.

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Jacob, Brian, Jonah Rockoff, Eric Taylor, Benjamin Lindy, and Rachel Rosen. Teacher Applicant Hiring and Teacher Performance: Evidence from DC Public Schools. Cambridge, MA: National Bureau of Economic Research, March 2016. http://dx.doi.org/10.3386/w22054.

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Eberts, Randall W., Kevin Hollenbeck, and Joe Allan Stone. Teacher Performance Incentives and Student Outcomes. W.E. Upjohn Institute, August 2000. http://dx.doi.org/10.17848/wp00-65.

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Figlio, David, and Lawrence Kenny. Individual Teacher Incentives And Student Performance. Cambridge, MA: National Bureau of Economic Research, October 2006. http://dx.doi.org/10.3386/w12627.

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Filmer, Deon, James Habyarimana, and Shwetlena Sabarwal. Teacher Performance-Based Incentives and Learning Inequality. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/047.

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This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below pre-baseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.
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