Dissertations / Theses: '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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Campbell, Judith Prugh. "EVALUATING TEACHER PERFORMANCE IN HIGHER EDUCATION:THE VALUE OF STUDENT RATINGS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3032.

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The purposes of this research were to: (a) assess community college students' perceptions of the student evaluation practice; (b) assess community college faculty members' responses to student evaluations of teachers and the extent to which instructional modifications resulted from student ratings; and (c) assess community college administrators' responses to student evaluations of teachers, the extent student ratings influenced administrators' evaluations of faculty, and how the results from student ratings were used to promote instructional effectiveness. A total of 358 students, faculty, and administrators from 5 Florida community colleges contributed their opinions on the value of the practice of student evaluation of teaching. Data were collected using mixed methodology. The survey and interview sessions were conducted on location at the respective community colleges. Descriptive statistics, correlation and regression procedures, one-way analysis of variance, t-test, and phenomenological analysis were used to analyze the data. Quantitative results indicated that these 320 community college students believed that student ratings had value, and, thus their role as instructor evaluator was important. Furthermore, the students believed student evaluations were important to faculty and administrators. However, most students were either unaware or did not believe that student evaluations had any effect. Phenomenological analysis of the extensive descriptions provided by 21 faculty participants suggested that the numeric data provided by student evaluations was generally an ineffective method to impact instruction. Faculty described their frustration with inadequately designed instruments, ineffective methods of receiving ratings results, and limited or non-existent feedback from supervisors. Phenomenological analysis of the 17 administrators' transcriptions suggested that although the student ratings practice was vital to institutional integrity the results from student evaluations were marginally valuable in their impact on enhancing instruction and of limited value in faculty evaluation. Implications for student evaluation practices drawn from this study included the need for institutions to: (a) assess the value of their student evaluation practice and its impact on teaching effectiveness; (b) define and clearly articulate a statement of purpose for conducting student evaluations; (c) refine procedures for administering the student evaluation practice; (d) examine their student evaluation practices and instrument on a regular review cycle; (e) adopt alternative methods for collecting and disseminating student feedback; (f) implement student evaluation measures that reflect the varied teaching approaches and diverse learning environments.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership

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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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Jaffurs, Alexander C. "Teacher Perceptions of Teacher Evaluation Using the Teacher Performance Assessment System and Factors that Contribute to Teacher Quality, Professional Growth, and Instructional Improvement over Time." Thesis, University of Maryland, College Park, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640553.

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The primary purpose of teacher evaluation is to improve teaching practice, which results in increased student achievement. In practice, however, evaluation systems have been generally used as sorting mechanisms for identifying the lowest performing teachers for selective termination. The school system in this study, like others, aspires to have all of its teachers consistently performing at a highly effective level. The problem of practice faced by the school system is the inability of a large number of teachers rated “effective” to summarily improve their practice over time and move to the “highly effective” rating. In essence, how does a teacher evaluation metric maximize the chances that those who remain in the profession become accomplished practitioners? This research triangulates teacher evaluation, self-reflection and their roles in improving teacher quality. The prevailing thought is that teachers who willingly engage in more formalized self-reflection and self-assessment yield higher degrees of teacher effectiveness as measured on a local teacher evaluation. The central focus of this study will investigate tenured teachers’ perceptions of the effect of their teacher evaluation tool on teacher quality and other factors that contribute to a teacher’s improvement of instructional performance over time. The researcher would also like to investigate the extent to which teacher cohorts—differentiated by demographic data—engage in formalized practices of self-reflection about their own teaching practice. Lastly, the researcher would like to determine whether or not tenured teachers who are evaluated with the local teacher evaluation tool actually improve their teacher effectiveness over time.

This study was conducted in a public, K-12 school system with 1420 teachers employed—39 of which are National Board Certified. This schools system is located in a rural/suburban school system and has utilized its current teacher evaluation system since 2000.

The findings of this study indicated that the majority of teachers—disaggregated by demographic teacher cohort—viewed their local teacher evaluation system somewhere along the continuum of neutral to satisfactory as a tool for building a teacher’s effectiveness over time. The overwhelming majority of teachers embraced the post-conference as the most impactful part of the entire evaluation process in building teacher quality; the least impactful was the pre-conference. Additionally, teacher respondents—agnostic of demographic—opined that while the local teacher evaluation system was perceived to be a both quality control and a compliance factor for teachers, less than half of all respondents believe that the system, assists teachers formatively as a tool for professional development. Per the respondents, it should be noted that the teacher evaluation system elicited the strongest reactions—both positive and negative—in teachers having experienced more than 20 formal observations. The research also conveyed that most teachers reported that there was much more embedded self-reflection in the evaluation system than hypothesized; most prominently, teachers cited that audio-taping, reviewing student performance data, completing a self-reflective checklist, and engaging in unstructured self-reflection were a few of the assorted self-reflective activities were facilitated by the evaluation system. Moreover, the data clearly demonstrated that all teachers engage in high degrees of reflection regardless of demographic cohort and a majority of teachers claim to already know how to “self-reflect.” In other words, the highest self-reported degree of reflection were those teachers already rated as “highly effective” in the local evaluation system. A prevalent trend in the data was that degrees of self-reflection matter and build more pronounced levels of teacher effectiveness over time. In essence, the fact that teachers participate in reflection does not seem to impact teacher quality; rather, the degree and amount to which one reflects is actually what matters in building instructional capacity in teachers. Other noticeable trends in the data were as follows: more years of teaching experience was inversely related to the degree to which a teacher self-reflects; over 30% of teachers with more than 20 years of experience reported that they do no self-reflect at all; the non-NBCT teacher cohort out reflects the NBCT cohort; NBCT teachers had the highest average evaluation rating out of every teacher cohort; and, teaching experience seems to mute any lack of reflection in a teacher’s evaluation rating; The other noticeable trend was that more formal observations for teachers did not translate into higher evaluation ratings over time. Overall, the two most impactful professional development activities cited by teachers were the following: participation in professional learning communities and peer coaching and mentoring, respectively.

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Henning, Angela Sue. "An argument-based validation study of the Teacher Performance Assessment in Washington State." Thesis, Durham University, 2014. http://etheses.dur.ac.uk/10728/.

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This study examines the validity assumptions of the Teacher Performance Assessment (TPA) using data collected from teacher candidates, mentor teachers, university supervisors and university faculty in two programs at one university during the 2012 field test in Washington State. Applying the work of Michael Kane (2006) on argument-based validation, this study developed interpretations and assumptions of TPA test score use using the following five inferences: Construct Representation, Scoring and Evaluation, Generalization, Extrapolation, and Decision Making. This multi-method study utilizes survey, case study, and test score data. The overarching research question that guided the study was “Is the TPA a valid measure for determining teacher readiness?” The overall findings suggest that the operationalized construct of readiness is stable but scores are not generalizable across populations and guidance was not in place regarding score meaning and use prior to the field test. Low correlation between the TPA and university instruments provided divergent evidence for the use of TPA scores, indicating that decisions made based solely from TPA scores may not be reliable.

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Braun, Gretchen Louise. "Prediction of K-5 Student Achievement Using Teaching Candidate Performance on the Teacher Work Sample: A Predictive Validity Study." VCU Scholars Compass, 2005. http://hdl.handle.net/10156/2184.

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Lang, Ii Thomas Raymond. "An examination of the relationship between Elementary Education Teacher Candidates' authentic assessments and performance on the Professional Education Subtests on the Florida Teacher Certification Exam (FTCE)." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4119.

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Abstract According to Wilkerson and Lang (2003, p.1) with approximately "90% of schools, colleges, and departments of education using portfolios of one form or another as decision-making tools for standards-based decisions regarding certification or licensure (as well as NCATE accreditation), it is appropriate to explore the legal and psychometric aspects of this assessment device." This study was conducted to examine how well the authentic assessments created in the Chalk and Wire ePortfolio initiative, which was created to provide authentic assessments of the Accomplished Practices, relate to the measures in the Professional Knowledge subtests on Florida Teacher Certification Examination. The sample was comprised of 294 graduating student teachers from a single department in the College of Education for the 2009/2010 school year at a large southern university. Multiple regression analyses were employed to examine the relationship between authentic assessments (i.e. critical tasks) in Chalk and Wire and performance on the subtests of the Professional Knowledge Test on the Florida Teacher Certification exam while controlling for gender, ethnicity and overall GPA. Only two of the independent variables were statistically significant from the 12 models examined. The scores from the Professional Knowledge subtests on Florida Teacher Certification Examination for Diversity (AP5) and Technology (AP12) were statistically different for gender, with females scoring higher than males on both. The results provided little evidence of concurrent validity between the authentic assessments of the Chalk and Wire ePortfolio initiative and the Professional Knowledge subtests on Florida Teacher Certification Examination.

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Kim, Youn-Hee 1979. "An investigation into variability of tasks and teacher-judges in second language oral performance assessment /." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111931.

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Gelinas, Anna-Marie. "Issues of reliability and validity in using portfolio assessment to measure foreign language teacher performance." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248453157.

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Dempsey, Kristina. "Examining the Relationship Among Middle School Students’ Performance on the TNReady Assessment, District Checkpoints, and Teacher-Assigned Grades." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3799.

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The purpose of this nonexperimental, quantitative study was to determine if there is a significant correlation among teacher-assigned grades (TAG), district checkpoint scores (CP), and student scale-scores on TNReady tests. The focus was on 1,445 seventh and eighth grade students who were enrolled at a middle school in northeast Tennessee during the academic years of 2017-2018 and 2018-2019, specifically for the content areas of English Language Arts and mathematics. The second purpose of this study was to examine any moderating effects of the categorical variable, students with disabilities (SWD) status, on the correlations among the district and state assessments and students’ final teacher-assigned grades in math and English Language Arts. Sixteen research questions served as the framework of the study. Data were analyzed using Pearson’s correlation coefficients. Results of the analysis revealed that there were significant correlations among teacher-assigned grades, district checkpoint scores, and student-scale scores on TNReady tests for both math and English Language Arts for seventh and eighth grade students at this middle school during the 2017-2018 and 2018-2019 school years. These correlations were all positive and strong for the general population for both years and both content areas with the values of r ranging between .61 and .89. In general, the results suggest that high scores in any area are associated with high scores in the other two areas. These positive high correlations for the overall population acknowledge the efforts of the school and district to align its teaching practices and district assessments with one another along with the state assessments. The study also concluded that there were not significant effects of the categorical variable of students with disabilities status (SWD) on the correlations.

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Lee, Pauline K. L. "The efficacy of 'student evaluation of faculty' as a method for assessing teacher performance in the tertiary education sector in Hong Kong." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368640.

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Simmerer, Julia L. "The Characteristics of Accurate Assessors on the Resident Educator Summative Assessment (RESA) Required for Advancing Licensure in Ohio." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1617187913030287.

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Duke, Amy McGowan. "Performance-based assessment within a balanced literacy framework an analysis of teacher perceptions and implementation in elementary classrooms /." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/amy_m_duke/duke_amy_m_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Curriculum Studies, under the direction of Grigory Dmitriyev. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 115-121) and appendices.

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Emsley, Maletsema Ruth. "Experiences of Grade 12 EFAL teachers' Assessment of Literature Set-works in Limpopo Secondary Schools." Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/3057.

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Thesis (PhD. (Education)) --University of Limpopo, 2017.
South Africa has embarked on the official inclusion of school-based assessment in all subjects for transforming once-off pen and paper testing to redress the past rigid, norm-referenced, unreliable and non-transparent discriminative educational assessment in schools. The introduction does not only aim at offering constant constructive feedback to learners to improve performance, but it also assists teachers to diagnose, facilitate and improve on their assessment methods, to report learner performance to relevant stakeholders like parents, schools, districts and lastly national departments of education and to inform teaching and more assessments. Over and above it forms 25% of the total mark for all subjects in further education and training including Grade 12. There is compelling empirical evidence that school-based assessment positively influences the performance of learners in large scale assessments. In spite of its significance, the school-based assessment of literature set-works has received scant attention in secondary schools. Despite the local and international interest and implementation of school-based assessment nowadays, its administration in South Africa schools still remains a challenge. This study therefore followed an interpretive qualitative approach to respond to the question: What are the experiences of English first additional language teachers in assessment of literature set-works in secondary schools in Limpopo province? The teacher self-efficacy theory guided this study. It was not only used to substantially explain the stature of a literature teacher, but also to generate strategies to promote teacher flexibility and application of assessment practices in English first additional language. The theoretical and practical implications of self-efficacy theory are discussed in terms of their relevance to both the literature teacher and school-based assessment expectations. Multiple qualitative data collection methods of focus group interviews, openended questionnaires, documents and field notes were employed to strengthen findings in a natural setting. Respondents were selected through the purposive sampling. Five districts of Limpopo province were sampled for this study: four focus group interviews were conducted, 139 open-ended questionnaires were returned and documents relevant to answering the research question were analysed. Data were transcribed and then analysed by the Tesch (1990) method (as in Creswell 1994) of qualitative data analysis and constant comparison method. Teachers operating in the assessment of English first additional language have acknowledged the importance of school-based assessment, moderation and literature set-works, however they still feel literature assessment in schools does not receive the attention it deserves. The qualitative data revealed that teachers face various challenges in the implementation of school-based assessment of literature set-works. Most teachers through their responses still face challenges of time, resources and curriculum advisory support, inability to design their own literature set-works tasks, learner illiteracy and lack of teacher efficacy. Moreover, teachers are keenly dependent on previously written question papers. Findings have further shown that teachers suffer the pressures of authorities who impose extra assessment work on them and the selected literature prescribed works that stay for too long in the curriculum – these comprise the programme of assessment. These findings, although they may not be generalised, might contribute to prospect future research and educational change in assessment of literature set-works in schools. Various recommendations have been made for educational stakeholders in further research prospects and future improvement on assessment of literature set-works in schools emphasizing the independence of English literature setworks

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Greenelsh, Shawn Scharer. "The Education Reform of TAP and Value-Added Assessment: Teacher Merit Pay that Reinvigorates Standardized Testing and Detracts from 21st Century Learning Skills." DigitalCommons@CalPoly, 2011. https://digitalcommons.calpoly.edu/theses/592.

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In the last two decades, ignoring the bulk of educational research findings, policymakers shaped educational policy into a standardized testing movement that now dominates education. Now, to comply with No Child Left Behind, teachers and administrators shape curriculum in a way that maximizes student achievement measured by these tests. Recently, business and educational leaders initiated a reform movement to broaden curriculum, narrowed by this inadequate standardized testing movement, so that necessary 21st century learning skills can be practiced through project-based learning. The Federal Government’s enforcement of power over education created the climate that defined the current educational policy that gave birth to the standardized testing movement. In this climate, this reform to boost 21st century learning skills does not gain practical traction that results in changed policy, because it is impossible for standardized testing to assess most of these skills and this type of learning due to the limitations of bubbled-multiple choice questions. Instead of shaping policy to foster these 21st century learning skills, policymakers push another reform, through TAP (The System for Teacher and Student Advancement) and Value-Added Assessment. This reform attempts to improve instruction through teacher merit pay--a device that has failed many times in educational reform history. Unfortunately, most TAP systems use standardized tests as the only student achievement measurement, so almost all student achievement gains involving 21st century learning skills and project-based learning are not officially measured. Efforts to use portfolios and authentic assessment, the measurement tools that should be used to measure these higherlevel skills, are not supported by policymakers, because the lack of standardization requires more trust in the assessment ability of local school districts and communities. Consequently, a massive disconnect exists where standardized testing is being reinvigorated instead of de-emphasized, and this comes with the potential price of many teachers and administrators not embracing 21st century learning skills and project-based learning as much as they could if they were not bound by standardized test results. Ultimately, these two reforms that contradict each other involve larger issues of jurisdictional power over education at federal, state, and local levels, and ideological challenges to teacher job security and teacher representation.

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Bronstein, Briana M. "EVALUATING THE EFFECTS OF A COMMITMENT EMPHASIS CONSULTATION MODEL TO INCREASE TEACHER IMPLEMENTATION OF AUTISM SPECIFIC ASSESSMENT." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/595908.

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Special Education
Ph.D.
There are several effective treatment methods and evidence based practices (EBP) for teaching children with Autism Spectrum Disorders (ASD). The use of EBPs is federally mandated, but it is often overwhelming for teachers to identify and implement available best practices with fidelity in the absence of ongoing training and support (Alexander, Ayres & Smith, 2015). Teachers often display low implementation fidelity, and, specifically, special education teachers often struggle with progress monitoring and data collection, which are essential elements of EBPs. Although most teachers are familiar with direct and frequent measurement for data collection, less than half reported using this type of progress monitoring in their classroom, stating several barriers including lack of time and knowledge (Wesson, King & Deno, 1984). One way to affect teacher implementation and behavior change is through different consultation styles, including performance feedback or a commitment emphasis approach. Performance feedback is a widely used and effective method to improve teacher implementation and treatment fidelity (Burns, Peters & Noell, 2008; Sanetti, & Kratochwill, 2009; Solomon, Klein & Politylo, 2012). A commitment emphasis model is a social influence strategy, which also shows continuing support for teacher behavior change (Noell et al. 2005). This study evaluated a strategy for increasing teachers’ completion of the Student Learning Profile (SLP), a curriculum-based student assessment that is administered as part of the Strategies for Teaching based on Autism Research (STAR; Arick, Krug, Loos & Falco, 2004), using a randomized control group design to compare a performance feedback model with a commitment emphasis plus prompt model of consultation. Overall, the study found a significant effect for teacher SLP completion at time-point one for teachers’ in the experimental group using a commitment emphasis model, but less so over time. Implications for researchers, clinicians and educators are also explored.
Temple University--Theses

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Laureano, Susana Isabel Paixão da Costa. "Avaliação do desempenho docente: o modelo pretendido: um estudo com docentes dos ensinos básico e secundário." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/10825.

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A implementação dos últimos Modelos de Avaliação do Desempenho Docente (ADD) transpareceu, na comunicação social e nos diversos ambientes de trabalho, alguma falta de consensualidade, relativamente a aspetos inerentes à sua aplicação e respetivas implicações. Desta forma, desenvolvemos um estudo que teve como principal objetivo identificar o modelo de avaliação idealizado pelos docentes, ao nível dos domínios a ser avaliados, da forma como estes devem ser objeto de avaliação, dos instrumentos utilizados, dos avaliadores, da periodicidade do processo e das respetivas consequências profissionais para os avaliados. A vertente empírica da investigação foi suportada por um estudo de caris qualitativo e quantitativo, concretizado por meio de entrevistas e aplicação de um questionário a docentes do ensino básico e secundário. Os resultados pareceram salientar a dimensão sumativa da ADD, surgindo o diretor da escola e o relator como os principais responsáveis pela avaliação dos vários domínios, que devem ter por base, sobretudo, a observação de aulas e a apreciação de evidências, com carater facultativo. Em consonância, a ADD deverá ocorrer em fase de progressão, não estando condicionada pela existência de vagas; ### ABSTRACT: The implementation of recent Models of Evaluation of Teaching Performance (ETP) transpired in the media and in various work environments, a lack of consensual relating to aspects inherent in their respective application and implications. In this way, we have developed a study that had as its main objective to identify the assessment model idealized by teachers, at the level of the domains to be assessed, how these should be object of evaluation, the instruments used, the assessors, the periodicity of the process and the professional consequences for the assessed. The empirical strand of research was supported by a study of qualitative and quantitative caris, realized by means of interviews and application of a questionnaire to teachers of primary and secondary education. The results seemed to emphasize the summative dimension of the ETP, popping the school principal and the “rapporteur” as the main responsible for the evaluation of multiple domains, which must be based, above all, classroom observation and assessment of evidence, with optional character. Correspondingly, the ETP should occur in the progression phase, not being constrained by the existence of vacancies.

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Costa, Luísa Maria. "Avaliação do desempenho docente: percepções dos professores sobre o último modelo da ADD e os seus efeitos nas práticas docentes (um estudo de caso)." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/11829.

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As políticas educativas têm vindo a conferir maior autonomia às organizações escolares e maior exigência aos seus interlocutores, potenciando as questões da avaliação. A Avaliação do Desempenho Docente (ADD) tem, neste contexto, vindo a revelar-se uma temática particularmente complexa e até controversa. Motivada pelas dificuldades sentidas na escola sede do estudo, durante o ciclo de avaliação 2007/2009, esta investigação teve como grande objetivo verificar em que medida os princípios constantes no normativo da ADD, nomeadamente a melhoria da qualidade do serviço educativo, das aprendizagens e o desenvolvimento pessoal e profissional dos docentes foram por estes interiorizados e concretizados. A vertente empírica foi suportada num estudo de caso, particularizado aos docentes da Escola Secundária de Vendas Novas, e concretizado através de um inquérito por questionário, complementado com análise documental. No tratamento estatístico foram utilizados indicadores de análise descritiva simples, procurando-se tirar partido do rico manancial de informação resultante das sessenta e nove afirmações que constituíam o questionário que serviu de base ao estudo. Com vista à simplificação dos dados assim obtidos, recorreu-se ainda à análise de componentes principais para dados categóricos, a qual permitiu uma melhor leitura dos resultados obtidos e uma extração de conclusões mais ajustada aos objetivos do estudo. Dos resultados é de destacar que os professores tenderam a considerar ter conhecimento suficiente sobre o suporte legislativo e sobre os documentos internos relativos à ADD e que esta constitui uma necessidade ao seu desenvolvimento profissional, evidenciando os mesmos uma atitude de abertura e de aprendizagem. Foram, todavia, de opinião que esta não promoveu o desenvolvimento de projetos orientados para a melhoria da qualidade da escola, não permitiu diagnosticar os aspetos a melhorar no seu desempenho, assim como não fomentou uma prática reflexiva e realmente colaborativa nem a melhoria das aprendizagens dos alunos. Como implicações, sugere-se uma reflexão sobre os procedimentos potenciadores do envolvimento dos docentes no processo, centrando-o nas práticas, por forma a ir além da dimensão burocrática, com efeitos meramente administrativos na carreira; ### ABSTRACT: Educational policies have moved towards decentralization of central power providing more autonomy to school organizations, greater demands on their partners, enhancing the assessment issues. In this context, Teacher Performance Assessment (TPA) has proved to be a complex and even controversial subject. Taking into account the constraints experienced in the school where the study took place, during the 2007/2009 assessment cycle, this research aims to determine to what extent the principles contained in the current TPA regulation, namely, the improvement of the educational service’s quality, the students’ learnings and the personal and professional development of teachers have been internalized and achieved by them. The empirical research was based on a case study particularized to the teachers of Vendas Novas Secondary School (Escola Secundária de Vendas Novas) through a questionnaire survey, complemented by documentary analysis. In the statistical, indicators were used for simple descriptive analysis, seeking to exploit the rich source of information resulting from sixty-nine statements that constituted the questionnaire that accompanied the study. In order to simplify the data thus obtained, we have also used the analysis of principal components for categorical data, which allowed a better reading of the results and an extraction of conclusions better adjusted to the study objectives. From the results can be highlighted that teachers tended to report having enough knowledge about the legislative basis and about the internal documents related to TPA, considering it a necessity to their professional development and showing an attitude of openness and learning. However, teachers considered that TPA did not promote the development of projects aimed to improve school’s quality, didn’t allow the diagnosis of aspects to improve their performance, it did not fostered reflective and collaborative practices among teachers, nor did it improve the students learnings. As implications, we suggest a reflection on the procedures enhancers of the involvement of teachers in the process, focusing on their practices in order to go beyond the bureaucratic dimension, with career administrative purposes only.

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Newton, William Frazier. "An Investigation of Relationships Between Teacher and Administrator Knowledge and Perception of the Texas Assessment of Academic Skills and Student Performance." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc5812/.

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The purpose of this study was to (1) gather information regarding knowledge of TAAS and perceptions (attitudes) about TAAS (excluding the current battery of End of Course Tests) from teachers and administrators; (2) relate teacher and administrator knowledge and perceptions of the test to student test performance as reported in the Academic Excellence Indicator System (AEIS) Reports. Answers to the following questions were sought: 1. To what extent do teachers and administrators possess different levels of knowledge regarding TAAS, and different attitudes toward TAAS about its purpose and usefulness? 2. Are differences in teacher and administrator knowledge of TAAS related to student performance? 3. Are differences in teacher and administrator attitude toward TAAS related to student performance? Information was collected, by means of a twenty-six-item survey measuring teacher and administrator knowledge and attitude toward TAAS. The selected schools were chosen from schools rated as either exemplary or low performing by the state accountability system. The data were examined using Descriptive Statistics (Mean, Median, Mode, Standard Deviation) and Analysis of Variance (ANOVA). ANOVA was performed to determine if a significant variance existed between the responses of teachers and administrators and also between exemplary and lowperforming schools. Exemplary and low performing schools were chosen to determine if there were differences in teacher and administrator responses from these two groups. The results of this study attempt to show what, if any differences there are in attitudes toward and knowledge about TAAS based on responses from teachers and administrators from both exemplary and low performing schools. Based on the analysis of the data, there is no evidence from this study that indicates that there are significant differences in knowledge between teachers and administrators regarding TAAS. There is evidence that administrators possess a more positive attitude toward TAAS than do teachers. There is no evidence presented in this study that differences in teacher or administrator knowledge significantly impact student performance.

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Jamison, Theresa R. Thompson Sue Carol. "A study of teachers' efficacy and strategies used to enhance student performance on the Missouri Assessment Program tests whose test is it anyway? /." Diss., UMK access, 2004.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2004.
"A dissertation in education." Advisor: Sue Thompson. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 24, 2006. Includes bibliographical references (leaves 147-156). Online version of the print edition.

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Vyn, Reuben. "Promoting curricular innovation through language performance assessment: leveraging AAPPL washback in a K-12 world languages program." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6872.

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Language assessments are increasingly being leveraged for the purposes of educational reform and accountability, yet relatively little is known about how teachers respond to their implementation or what impact they have on the learning outcomes of students. Drawing on theories of educational innovation, this mixed methods study explores the interplay between testing, teaching, and learning in an urban Midwestern K-12 world languages program. Specifically, it investigates the washback effect of the American Council on the Teaching of Foreign Languages (ACTFL) Assessment of Performance toward Proficiency in Languages (AAPPL), and the potential for its influence on teachers’ practices to complement strategic efforts to introduce and manage curricular innovation at the local level. The study was divided into three distinct but complementary phases. In Phase 1, teachers (n=47) responded to an online survey addressing their background, instructional practices, and the potential influence of the AAPPL therein. In Phase 2, semi-structured interviews were conducted with a subset of teachers (n=12) in order to more richly describe their instructional and assessment-related practices. Finally, in Phase 3, AAPPL scores were obtained for all students (n=846) who took the assessment. Quantitative analyses predominantly involved the use of descriptive statistics to depict teachers’ practices and students’ performance on the AAPPL, as well as bivariate correlations to measure the relationship between the two. Qualitative analyses of interview data were aimed at identifying categories and themes leading to a rich description of teachers’ behaviors and activities in response to the AAPPL. In the final stages of analysis, both qualitative and quantitative data sources and analyses were synthesized in an attempt to develop a more nuanced understanding of the interplay between assessment, instruction, and learning. Findings suggested a moderately positive washback effect of the AAPPL, which was manifested through individual and collective efforts to refine curricula and instruction with the goal of further enhancing students’ language performance and proficiency development. Key findings included teachers’ increased use of ACTFL’s core documents to guide their planning, and an adjustment to the amount of instructional time devoted to the four modalities (listening, reading, writing, and speaking). This evidence for positive washback of the AAPPL was observed among teachers across languages and levels, and extended beyond those immediately implicated in its administration. Furthermore, the strength and direction of the influence was mediated by the close link between testing and teaching, individual differences among teachers, and the collaborative approach to managing the innovation. Evidence connecting teachers’ practices with student outcomes on the AAPPL was diffuse, with bivariate correlations indicating a potential relationship between the use of target language and explicit grammar instruction and students’ composite scores. This investigation has contributed to a greater understanding of how external language performance assessments may serve as a catalyst for refining and improving language teaching in K-12 contexts. Those seeking to promote the adoption of similar innovative practices should ensure that the assessment is aligned with the pedagogical goals of the curriculum and that their approach to introducing and managing change is responsive to the local context. While more research is needed in order to determine the potential influence of innovation on the learning outcomes of students (Green, 2013), world language programs should be encouraged to implement standards-based external assessments as a means by which to promote teachers’ adoption of proficiency-oriented instructional practices.

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Hinds, Patricia L. "Correlation of continuous performance test variables with teacher ratings of behavior among referred and nonreferred students." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1137587.

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The purpose of this study was to explore the nature of the relationship between a continuous performance test (CPT) and teachers' ratings of behavior. Assessment data were archival in nature. One hundred-one children from one rural, middle-class, predominately Caucasian school district in a Midwestern state were selected who had taken the Test of Variables of Attention (TOVA) and whose teachers had completed the Attention Deficit Disorders Evaluation ScaleSchool Version (ADDES) and the Child Behavior ChecklistTeacher Report Form (TRF). Of this group 46 had been referred for Attention-Deficit/Hyperactivity Disorder (ADHD) and/or learning difficulties and 55 had participated in a local norming project for the TOVA.Descriptive statistics were found for CPT variables and teachers' ratings of behavior for all participants, boys and girls separately, and referred and nonreferred separately. The research question was investigated using a matrix of partial correlations controlled for age. TOVA variables included Omissions, Commissions, Response Time, Response Time Variability, Anticipatory Responses, and Multiple Responses. Teacher's rating scale variables included the ADDES Total and subscales Inattention, Impulsive, and Hyperactive as well as the TRF Attention Problems, and Aggressive Behavior.Research provided support that TOVA Omissions and Commissions are valid indicators of ADHD as measured by teachers' ratings of behavior. Response Time Variability and Multiple Responses may be valid indicators of generalized behavior dysfunction as measured by teachers' ratings of behavior. Anticipatory Responses and Response Time may aid in distinguishing ADHD with and without hyperactivity but further research is recommended.
Department of Educational Psychology

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Oyinloye, Oluwatoyin Mary. "Teacher and learner experiences and conceptions about ‘assessment for learning’ and its impact on learner performance in life sciences in uThungulu District." Thesis, University of Zululand, 2018. http://uzspace.unizulu.ac.za:8080/xmlui/handle/10530/1644.

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A thesis submitted to the Faculty Of Education in fulfillment of the requirements for the Degree Of Doctor Of Philosophy (D.Ed) in Science Education in the Department of Mathematics, Science and Technology Education at the University Of Zululand, 2018
Classroom assessment is an essential component of teaching and learning. It should be an on-going process that improves instruction rather than a periodic evaluation of what has been achieved. This study was designed to investigate teachers’ and learners’ conceptions and experiences about assessment for learning (AfL) and its impact on learners’ performance in Life Science. Simple random sampling was used to select four schools from the uThungulu district to participate in the study. Two of the selected schools constituted the Treatment Condition while the other two served as the Comparison Group. Altogether, 160 Grade 11 learners (forty from each participating school) participated in the study – comprised of four intact classrooms, one from each participating school. Two teachers were trained to use AfL as an instructional approach, while the teachers of the Comparison Group used their usual instructional approaches. The topic being studied by all the learners were Animal Nutrition and Cellular Respiration, lasting six weeks for the two groups. In addition, 80 Life Science teachers also took part in the study as respondents on their assessment practices in the subject. Data were collected using pre- and post-tests for the learners and a questionnaire for the teachers. These were followed by semi-structured interviews with the two teachers of the Treatment Group and selected learners from the same group. The quantitative component of the study took the form of a Quasi-Experimental Pretest-Posttest Comparison Group Design, while the qualitative component employed a hermeneutical research approach. Data were collected using a test, questionnaire, survey and semi-structured interviews. The findings revealed that the current formative assessment practices used by Life Science teachers in uThungulu district are out of alignment with the principles of formative assessment as directed by the Department of Basic Education (DBE). Furthermore, the respondents’ conceptions of AfL did not influence their classroom assessment and instructional practices. On the question of learner performance following the six week instructional intervention, the study found that learners in the Treatment Group performed significantly higher than learners’ in the Comparison Group. From these results, recommendations are made to influence both policy and classroom practice. Investigating the wide variety of assessment practices has allowed me to come to understand the culture of assessment within the AfL approach, where assessment placed learners at the center of learning to help support the learning process. Learners’ views/experiences about AfL approach suggests that AfL instructional approach constitutes a better strategy that makes learning a more enjoyable and pleasant experience.

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Yzel, Melanie. "Teachers' perceptions of the implementation of school readiness assessment instruments." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62909.

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Many learners enter formal schooling without having mastered the necessary school readiness skills. Academically, those who are not equipped with the necessary school readiness skills often experience certain difficulties, a situation that can even lead to failure at the end of their first year at school. Had these learners been assessed for school readiness earlier, and their teachers informed of the interpreted results, they could have been helped to improve their literacy level earlier. With their knowledge, teachers are able to provide appropriate additional support to meet identified school readiness needs. A concern amongst educators is that many school readiness assessment instruments are available but they do not test the same skills. A further issue is that scientifically proven criteria for evaluating school readiness assessment instruments are not known to be available. Using information about the skills being assessed according to helpful and insightful criteria, would enable educators to know how best to assist learners. Learners do progress and learn differently. Focusing on the skills needed to succeed at school is essential for learners’ development. Hence the reason for engaging in this research was to explore school readiness assessment. From semi-structured interviews conducted, Grade 1 teachers did not have detailed knowledge of school readiness assessment and the instruments used. It is therefore recommended that awareness of the criteria for successful school readiness assessment becomes an integral part of the preparation for formal schooling. Irrespective of their age, applying such instruments could help learners who are not yet ready for school to be better prepared pre-schoolers.
Dissertation (MEd)--University of Pretoria, 2017.
Early Childhood Education
MEd
Unrestricted

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Palmer, Jason S. "Performance Incentives, Teachers, and Students: Estimating the Effects of Rewards Policies on Classroom Assessment Practices and Student Performance." Connect to this title online, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1024404726.

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Thesis (Ph. D.)--Ohio State University, 2002.
Title from first page of PDF file. Document formatted into pages; contains xiv, 169 p.; also includes graphics. Includes abstract and vita. Advisor: Mary K. Marvel. Includes bibliographical references (p. 150-169).

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Thier, Kimberly S. "Effects of preferred components of performance feedback interventions on treatment integrity scores of teacher implemented function-based student behavior support plans /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102192.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 118-123). Also available for download via the World Wide Web; free to University of Oregon users.

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Cruz, Paulo Jorge de Oliveira e. "Perceções de alunos sobre o contributo da avaliação de desempenho docente para as suas aprendizagens." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/14930.

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A avaliação do desempenho docente é, nos dias de hoje, uma componente fundamental na agenda educacional. As sucessivas alterações operadas ao Estatuto da Carreira Docente, à avaliação de professores e ao modelo introduzido em 2008, em que a observação de aulas associada ao mérito e à progressão na carreira são características, tem marcado a burocracia da administração educativa. O presente estudo tem como objetivo central saber se as práticas pedagógicas dos docentes, nas aulas observadas, são percecionadas como diferentes pelos alunos, comparativamente às práticas pedagógicas das aulas não observadas. Foram recolhidas opiniões de 240 alunos do 9.º ano, através da aplicação de um questionário construído para o efeito. Os resultados obtidos apontam para a existência de diferenças significativas das práticas pedagógicas dos professores entre aulas observadas e não observadas, quer na realização das atividades letivas, quer na relação pedagógica com os alunos; ABSTRACT: The assessment of teacher performance is, nowadays, a fundamental component on the educational agenda. Successive amendments operated to the Teaching Career Statute, the assessment of teachers and the model introduced in 2008, in which classroom observation associated with merit and career development are characteristics, has marked the bureaucracy of educational administration. The present study aims to know if teachers’ pedagogic practices, in the lessons observed, are differently, based on students perceptions, compared to the pedagogical practices of unobserved classes. Opinions were collected from 240 students of 9th. grade, through a questionnaire constructed for this purpose. The results achieved points to the existence of significant differences in teachers’ pedagogical practices, between lessons observed and unobserved, either in teaching activities, both in the pedagogical relationship with students.

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Molwane, Olefile Betuel. "Design and technology in Botswana : teachers practices and the assessment of student performance." Thesis, Goldsmiths College (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399384.

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Stewart, LaQuanta Watson. "THE EFFECTS OF FUNCTIONAL BEHAVIOR ASSESSMENT TEACHER TRAINING AND PERFORMANCE FEEDBACK: KNOWLEDGE, ACCURACY, AND ACCEPTABILITY AND THEIR ABILITY TO ACCURATELY COMPLETE FBA PROCEDURES." MSSTATE, 2009. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11022009-121954/.

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Functional behavior assessment refers to the broad range of behavioral assessment methods used to identify or clarify the purpose or maintaining contingencies of problem behavior in order to design and implement function-based interventions designed to reduce the occurrence of the problem behavior and teach appropriate replacement skills. FBAs are required in the educational setting for students whose problem behavior is displayed to such a significant level that their learning or the learning of their peers is impacted. As such, previous researchers have conducted trainings on FBA for school-based personnel using a wide variety of methods. Unfortunately, the findings of these studies have yielded mixed results suggesting the need for further inquiry in this line of research. Therefore, the purpose of this study was to evaluate whether FBA training would produce significant changes in participants knowledge and acceptability of FBA measures and procedures. In addition, the current study evaluated if a significant relationship existed between the FBA knowledge and acceptability measures. The study also evaluated if the use of vignettes and the provision of feedback following training impacted participants accuracy and acceptability on an FBA informant method. Results revealed a statistically significant change in all variables on the second administration of the measures of knowledge or acceptability. In addition, results from the study revealed a significant relationship between the second administration of knowledge and the second administration of FBA Evaluation Scales. Conversely, no significant relationship was found between the first administration of knowledge and the first administration of acceptability measures. Overall, the study demonstrated that the specific strategies utilized in the FBA training series were effective in increasing FBA knowledge and acceptability. As such, the current study contributes to the FBA literature by providing further evaluation of training methods designed to increase participant knowledge and acceptability of FBA policies and procedures. Limitations and implications for practice and research are discussed.

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Király, Zsolt. "Internal appraisal systems for the assessment of the performance of teachers in Hungarian secondary schools." Thesis, University of South Wales, 2005. https://pure.southwales.ac.uk/en/studentthesis/internal-appraisal-systems-for-the-assessment-of-the-performance-of-teachers-in-hungarian-secondary-schools(80a6ce18-30a4-4b7d-96d2-24aac5b876b8).html.

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The subject of the dissertation This dissertation focuses on a controversial area of quality management in education: teacher-appraisal. The research is set in the Hungarian maintained sector secondary educational context but with an outlook on developments on the international scene. The ultimate objective of the investigation is to examine and theorise how an appraisal system needs to be linked to a specific context and the norms which professional teachers have in that context. In order to achieve this I designed, piloted and critically analysed an internal secondary school teacher appraisal scheme which is based on (i) a systematic in-depth review of the relevant academic background and (ii) the comprehensive study of the specific context. The nature and scope of work undertaken The project consists of two closely related phases. Phase 1 is a four-part preliminary study, which lays the theoretical foundation for the second phase of the investigation by exploring the distinctive features of the Hungarian context and surveying the available academic knowledge of the subject. The first part is a review of the current context for teacher appraisal in Hungary, the second part is a comprehensive review of both the Hungarian and the international literature on the most controversial appraisal-related issues, the third part is a review of some selected earlier and existing models of appraisal, and the fourth part presents and evaluates a set of large scale surveys of the opinions of three key cohorts of stakeholders (teachers, pupils and their parents) in Hungarian secondary education. Phase 2 consists of two overarching sections, which uses the knowledge acquired in Phase 1 in order to obtain direct experience of how this knowledge can be applied in a specific context. My purpose in this phase is to devise, analyse and evaluate a teacher appraisal scheme which is theoretically well-founded, reasonably practicable, and in full compliance with the norms and the specific legal and moral requirements of Hungarian education. The first part, building on the findings and conclusions of the first phase of the investigation, draws up the general theoretical principles and practical details of a proposal for a pioneer secondary school teacher appraisal scheme. The second part describes in detail the piloting of this scheme on a small but typical population, and presents the analysis and discussion of the data from both the piloting proper and the follow-up review of the piloting process. While findings from the pilot seem to have confirmed the validity of the proposed scheme, they have also revealed that the sociological-societal environment (lack of motivation and lack of resources) might prove to be a serious obstacle in the path of the introduction of appraisal in secondary schools in Hungary. Contribution made to the knowledge of the subject treated On the basis of empirical evidence from the research, it was possible to (i) establish a general theoretical framework that can provide a sound basis for a conceptual model for linking teacher appraisal to specific contexts and the norms stakeholders have in that context, and (ii) develop a practical methodology for a design process which can help administrators devise an appraisal scheme which conforms to the accepted norms of stakeholders in a particular educational context. This design process can be divided into two distinct phases: generalising a methodology for formulating a roughly-tuned national-level proposal on the one hand, and establishing a standard procedure for the local-level fine-tuning of this proposal to the specific contexts and norms of a particular institution on the other.

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Martinez-Cantu, Veronica A. Rodeheaver Daniel Gilbert. "Inequality and school performance the effect of the No Child Left Behind Act on the Texas Assessment of Knowledge and Skills Test /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5146.

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Fiser, Timothy Paul. "Impact of Teacher Feedback on the Development of State Issued Scoring Guides for Science Inquiry and Engineering Design Performance Assessments." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/991.

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In 2010, Oregon Department of Education (ODE) developed a set of rubrics designed to score a state required performance assessment targeting Science Inquiry (SI) and Engineering Design (ED) skills. During the development of the rubrics, ODE invited six panels of teachers to provide feedback on an early draft of the rubrics. This case study analyzed the teachers' feedback and the revisions of the rubrics to identify the types of feedback teachers offered and how ODE used that feedback to develop the rubrics. The results showed the teachers' feedback focused on defining the skills students were asked to demonstrate and distinguishing levels of student performance. There was clear evidence that the teachers' feedback had a substantial impact on the development of the rubrics. These results suggest that teachers can add substantial value during the development of a state issued assessment tool.

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Bryar, Phyllis H. "The effect of professional development on student performance on the Massachusetts Comprehensive Assessment System /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1565.html.

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Thesis (M.S.)--Central Connecticut State University, 1999.
Thesis advisor: Philip Halloran. " ... in partial fulfillment of the requirements for the degree of Master of Science [in Mathematics]." Includes bibliographical references (leaves 34-36).

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Jesus, Bernardete de. "Contributo para a avaliação docente: um estudo a partir de professores de um departamento de uma instituição superior de Timor Leste." Master's thesis, Universidade de Évora, 2019. http://hdl.handle.net/10174/26114.

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A avaliação de desempenho docente é um dos processos utilizados para melhorar a qualidade dos docentes de uma instituição educativa e da própria instituição. Por isso, todo o Ensino Superior em Timor tem procurado uma forma de contribuir para a melhoria do sistema de educação do país, apesar dos obstáculos que enfrenta. O presente estudo teve como objetivo a caracterização do sistema de avaliação de desempenho docente numa instituição do ensino superior em Timor Leste, a partir das perspetivas dos próprios professores, para ajudar a melhorar o desempenho dos professores e dos alunos dessa instituição. A metodologia utilizada neste estudo assentou na metodologia de abordagem qualitativa, assente no paradigma interpretativo, e contou com a colaboração de quatro professores de carreira permanentes de uma instituição do ensino superior. A recolha de dados, que constitui o corpus deste trabalho, foi levada a cabo mediante entrevistas semiestruturadas, feita a esses professores, enquanto informantes ou inquiridos. Os resultados deste estudo mostram que os participantes consideram que a avaliação de desempenho docente pode originar mudanças nas suas atividades profissionais, apesar de manifestarem desconhecimento dos critérios utilizados pelo órgão responsável pela avaliação de desempenho docente da Instituição. Mostrou, também, da necessidade de integração no sistema de avaliação de desempenho docente da componente de investigação. Apontou para uma maior e melhor eficiência na capacidade científica e temporal do organismo responsável pela avaliação de desempenho docente; Contributions to Teacher Performance Assessment: A Study from Teachers of a Department of a Higher East Timor Institution ABSTRACT: Assessment of teacher performance is one of the processes used to improve the quality of teachers in an educational institution and the institution itself. Therefore, all Higher Education in Timor has been looking for a way to contribute to the improvement of the country's education system, despite the obstacles it faces. This study aimed to characterize the teacher performance assessment system in a higher education institution in East Timor, from the perspective of the teachers themselves, to help improve the performance of the teachers and students of that institution.. The methodology used in this study was based on the qualitative approach methodology, based on the interpretative paradigm, and had the collaboration of four permanent career teachers of a higher education institution. The data collection, which constitutes the corpus of this work, was carried out through semi-structured interviews, made to these teachers, as informants or respondents. The results of this study show that the participants consider that assessment teacher performance may lead to changes in their professional activities, despite expressing ignorance of the criteria used by the institution responsible for assessment teacher performance of Institution. It also showed the need for integration in the assessment teaching performance system the research component. He pointed to greater and better efficiency in the scientific and temporal capacity of the body responsible for assessment teacher performance.

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Moran, Renee Rice, Karin J. Keith, and Huili Hong. "Using Performance Based Assessments with Pre-Service Teachers: One University’s Pathway to Implementation." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3593.

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Book Summary: Performance-based assessments have become a critical component of every teacher education program. Such assessments allow teacher candidates to demonstrate their content and pedagogical knowledge, skills, and dispositions in an authentic setting.Evaluating Teacher Education Programs through Performance-Based Assessments analyzes and discusses the theory and concepts behind teacher education program evaluation using assessment tools such as lesson plans, classroom artifacts, student work examples, and video recordings of lessons. Emphasizing critical real-world examples and empirically-based studies, this research-based publication is an ideal reference source for university administrators, teacher educators, K-12 leaders, and graduate students in the field of education.

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Sulieman, Nidal, and Abeer Wannus. "Effects of Teachers’ Knowledge of formative assessment on teachers’ practices & students’ metacognition : A literature review." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43030.

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This literature review examines two major areas: firstly, the impact of teachers’ knowledge about formative assessment on teachers' practices in the classroom; secondly, the role of formative assessment in raising students’ metacognition and how formative activities lead to raising students’ self-awareness and self-regulation. This paper also aims to shed light on the interdependence relation between formative assessment and teaching in general. Ten different primary studies relevant to formative assessment and its effects on teaching/learning have been chosen to investigate the formative assessment in relation with the school subjects and particularly with English as a Foreign Language. The data was collected by exploring different electronic websites. The results of this literature review show that teachers' knowledge of the formative assessment has significant influencing factors on their practices and on supporting students’ metacognition; however, the implementation of formative assessment continues to be hazy.

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Ure, Abigail Christine. "The Effect of Raters and Rating Conditions on the Reliability of the Missionary Teaching Assessment." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2456.

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This study investigated how 2 different rating conditions, the controlled rating condition (CRC) and the uncontrolled rating condition (URC), effected rater behavior and the reliability of a performance assessment (PA) known as the Missionary Teaching Assessment (MTA). The CRC gives raters the capability to manipulate (pause, rewind, fast-forward) video recordings of an examinee's performance as they rate while the URC does not give them this capability (i.e., the rater must watch the recording straight through without making any manipulations). Few studies have compared the effect of these two rating conditions on ratings. Ryan et al. (1995) analyzed the impact of the CRC and URC on the accuracy of ratings, but few, if any, have analyzed its impact on reliability. The Missionary Teaching Assessment is a performance assessment used to assess the teaching abilities of missionaries for the Church of Jesus Christ of Latter-day Saints at the Missionary Training Center. In this study, 32 missionaries taught a 10-minute lesson that was recorded and later rated by trained raters based on a rubric containing 5 criteria. Each teaching sample was rated by 4 of 6 raters. Two of the 4 ratings were rated using the CRC and 2 using the URC. Camtasia Studio (2010), a screen capture software, was used to record when raters used any type of manipulation. The recordings were used to analyze if raters manipulated the recordings and if so, when and how frequently. Raters also performed think-alouds following a random sample of the ratings that were performed using the CRC. These data revealed that when raters had access to the CRC they took advantage of it the majority of the time, but they differed in how frequently they manipulated the recordings. The CRC did not add an exorbitant amount of time to the rating process. The reliability of the ratings was analyzed using both generalizability theory (G theory) and many-facets Rasch measurement (MFRM). Results indicated that, in general, the reliability of the ratings obtained from the 2 rating conditions were not statistically significantly different from each other. The implications of these findings are addressed.

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Mvelase, Newton Bhekisisa. "An exploration of the comprehension and implementation of assessment for learning by selected primary school mathematics teachers / Newton Bhekisisa Mvelase." Thesis, North West University, 2014. http://hdl.handle.net/10394/13170.

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In 2006 the Gauteng Department of Basic Education (GDoBE) launched a pilot project to introduce Assessment for Learning (AfL). This initiative was prompted by learners’ poor performance; especially in subjects such as Mathematics and English. The AfL project was introduced in selected primary and secondary schools. Grade 5 teachers for all subjects and Grade 10 teachers for all subjects within selected primary and secondary schools formed part of the pilot project. These teachers were oriented and introduced to AfL, after which workshops to strengthen teachers’ understanding and skills of AfL were conducted. Lead educators (District Learning Area facilitators or Subject Advisors), were required to monitor and support participating schools and teachers in implementing AfL. Based on a literature and empirical study, the researcher explored the comprehension and implementation of AfL by selected primary school Mathematics teachers that participated in the AfL pilot project of the GDoBE. The empirical study was approached by means of a qualitative research design in the form of a multiple case study. Individual interviews, observations and focus group interviews were used to collect data from purposive selected teachers from three Gauteng Districts (Johannesburg West, Johannesburg North and Ekurhuleni South). Both Township and ex-Model C primary schools were included in the study and eventually a total of 11 Mathematics teachers from these schools participated in the study. The research results revealed that the sampled teachers’ comprehension of AfL can be rated as satisfactory since they realise its potential in terms of learning and learner development. Moreover, these teachers show an awareness of the relation between formative (AfL) and summative assessment (assessment of learning (AoL)). With regard to its implementation, it is clear that a lack of support from colleagues, School Management Teams (SMTs) and District officials impede on the successful implementation of AfL. Other factors hampering the implementation of AfL include time constraints, uncertainty about appropriate resources and the simultaneous implementation of the Curriculum and Assessment Policy Statements (CAPS) and the Gauteng Primary Literacy Mathematics Strategy (GPLMS). It is further noted that the elements of AfL, which includes the sharing of learning intentions, questioning, feedback and peer and self-assessment, are all mediocrely implemented.
MEd (Learning and Teaching), North-West University, Vaal Triangle Campus, 2014

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Stevens, Patricia. "An Examination of a Teacher's Use of Authentic Assessment in an Urban Middle School Setting." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1357745119.

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Carrizales, Dianna Clare. "Validating the performance standards and cutscores for Oregon's alternate assessments : procedural evidence, teacher perception, and impact data /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1192179761&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 157-162). Also available for download via the World Wide Web; free to University of Oregon users.

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Martin, Emma J. "Increasing treatment integrity of functional behavior assessment based support plans in general education settings through performance feedback /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024522.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 150-159). Also available for download via the World Wide Web; free to University of Oregon users.

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Dissertations / Theses on the topic 'Assessment of teacher performance'

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