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Relevant bibliographies by topics / Model of Teacher Performance Evaluation

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Academic literature on the topic 'Model of Teacher Performance Evaluation'

Author: Grafiati

Published: 7 September 2021

Last updated: 1 February 2022

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Journal articles on the topic "Model of Teacher Performance Evaluation"

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Wang, Xiao Ping, Li Jiang, and Jia Ming Zhong. "Study on Fuzzy Comprehensive Evaluation Model of Teacher’s Performance." Applied Mechanics and Materials 701-702 (December 2014): 1352–58. http://dx.doi.org/10.4028/www.scientific.net/amm.701-702.1352.

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First, it obtains the university teacher performance evaluation index framework by utilizing Delphi method. Then, it constructs the comprehensive quality evaluation hierarchy model by applying the analytic hierarchy process, to obtain the weight for each index, and based on which to establish fuzzy comprehensive evaluation model. After this, it acquires a new method for university teachers' performance evaluation, and provides examples to prove the feasibility and effectiveness of this method.

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Weng, Sung-Shun, Yang Liu, and Yen-Ching Chuang. "Reform of Chinese Universities in the Context of Sustainable Development: Teacher Evaluation and Improvement Based on Hybrid Multiple Criteria Decision-Making Model." Sustainability 11, no. 19 (October 2, 2019): 5471. http://dx.doi.org/10.3390/su11195471.

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China is pushing universities to implement reforms in order to achieve the sustainable development goals, but with the development level of teachers becoming the key restricting factor. In this sense, teacher evaluation and improvement act as positive factors for China to achieve the 2030 sustainable development goals. Previous studies on teacher evaluation have usually assumed that the relationship between the evaluation criteria is independent, with the weights of each standard derived from this assumption. However, this assumption is often not in line with the actual situation. Decisions based on these studies are likely to waste resources and may negatively impact the efficiency and effectiveness of teachers’ sustainable development. This study developed an integrated model for the evaluation and improvement of teachers based on the official teacher evaluation criteria of China’s International Scholarly Exchange Curriculum (ISEC) programme and a multiple criteria decision-making methodology. First, a decision-making trial and a laboratory-based analytical network process were used to establish an influential network-relation diagram (INRD) and influential weights under ISEC standards. Next, an important performance analysis was used to integrate the weight and performance of each standard to produce a worst-performance criterion set for each university teacher. Finally, the worst performance set used an INRD to derive an improvement strategy with a cause–effect relationship for each teacher. This study chose a Chinese university that has implemented teaching reform for our case study. The results show that our developed model can assist decision-makers to improve their current evaluations of teachers and to provide a cause–effect improvement strategy for education reform committees and higher education institutions.

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Zhang, Huan Cheng, Ya Feng Yang, Feng Li, and Li Nan Shi. "Fuzzy Comprehensive Evaluation of Human Performance Management." Advanced Materials Research 756-759 (September 2013): 715–19. http://dx.doi.org/10.4028/www.scientific.net/amr.756-759.715.

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In the College, performance evaluation system is directly related to the harmonious development of the school. Taking into account the factors in the evaluation system is fuzzy, so this paper uses fuzzy comprehensive evaluation model. But the model is too subjective, so this paper combines neural network and data envelopment analysis method, which ensures that fuzzy comprehensive evaluation model is reasonable and scientific, and good school development and teacher self-interest. The performance assessment process, not only enables the combination of qualitative and quantitative analysis, but also fair and reasonably reflect the achievements of teachers, while this method is easy to use, wide application, and can be well applied in practice.

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Zhang, Xiao-feng, and Ho-ming Ng. "An effective model of teacher appraisal." Educational Management Administration & Leadership 45, no. 2 (July 9, 2016): 196–218. http://dx.doi.org/10.1177/1741143215597234.

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Teacher appraisal has been widely practised in China for decades. With the introduction, in 2009, of the teacher performance pay system, however, teacher appraisal has undergone certain changes. This study explores the practice of teacher appraisal, using a qualitative approach and taking public schools in Shanghai as its research sites. The methods adopted include interviews with teachers and school administrators, observation of relevant activities and document analysis. The study reveals that teacher appraisal in schools in Shanghai is not a one-off event. Although the procedure for generating appraisal results occurs at the end of each year, data collection activities for appraisal – including lesson observation, student evaluation of teachers and checking teachers’ tasks – are conducted throughout the whole year. The current teacher appraisal system has been a success, and this study identifies four factors contributing to that success. First, administrative and developmental appraisal coexist as one single appraisal system. Second, teacher appraisal is integrated with other aspects of schools’ business. Third, teacher appraisal is perceived by teachers as credible and fair. Fourth, non-technical aspects of appraisal, such as teachers’ psychology and social dynamics, are taken into account during the appraisal process.

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Hussain, Mariam, Afifa Khanam, and Uzma Qureshi. "Development of a Teacher Evaluation Model for Private Schools of Punjab Province." Global Regional Review IV, no. II (June 30, 2019): 375–85. http://dx.doi.org/10.31703/grr.2019(iv-ii).40.

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This research discusses the inquiry of measuring teacher effectiveness at private sector schools. Explicitly, it explores how teachers performance evaluation can both reflect as well as predict teachers success, hence the study informs about teachers personnel decisions, their instructional enhancement, and professional development. This includes mentoring, training, and self-guided learning. The current study is premeditated using a mix-method with qual-quan order. It is an exploratory study based on a critical paradigm to evaluate the current IB teacher evaluation process and outputs and develop an indigenous model for corrective measures to improve the existing evaluation system. It explores the objectives, procedures, and consequences of teacher assessment policies and practices. The study has implications, for greater advantage for the quality of collaborative planning and teaching, using a newly developed model in the private sector of Punjab.

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Elam, Nicholas P., and W. Holmes Finch. "Examining the Relationship Between Teacher Performance Ratings and District Under the Ohio Teacher Evaluation System." Journal of Education and Training Studies 8, no. 4 (February 13, 2020): 41. http://dx.doi.org/10.11114/jets.v8i4.4720.

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The soundness of the Ohio Teacher Evaluation System (OTES) depends heavily on evaluators’ uniform interpretation of the qualitative Teacher Performance rubric. This study investigates the relationship between teachers’ district of employment, and the Teacher Performance ratings they receive under OTES. For Ohio districts that implemented OTES in 2012-2013, 2013-2014, and 2014-2015, the proportion of various Teacher Performance ratings and Student Growth Measures ratings are examined and compared to statewide proportions, using descriptive data and a log-linear model. Findings speak to the importance of a continued or renewed emphasis on fostering uniform interpretation and implementation of teacher evaluation rubrics and systems.

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Haertel, Edward. "The Valid Use of Student Performance Measures for Teacher Evaluation." Educational Evaluation and Policy Analysis 8, no. 1 (March 1986): 45–60. http://dx.doi.org/10.3102/01623737008001045.

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Student achievement test scores appear promising as indicators of teacher performance, but their use carries significant risks. Inappropriate tests improperly used may encourage undesirable shifts in curricular focus or poor teaching practices, and may unfairly favor teachers of more able classes. It is often said that standardized achievement test batteries are unsuitable for teacher evaluation, but few systematic alternatives have been suggested. The purposes of this paper are to analyze some problems in using student test scores to evaluate teachers and to propose an achievement-based model for teacher evaluation that is effective, affordable, fair, legally defensible, and politically acceptable. The system is designed only for detecting and documenting poor teacher performance; rewarding excellence in teaching is viewed as a separate problem, and is not addressed in this paper. In addition to pretesting and statistical adjustments for student aptitude differences, the proposed system relies upon attendance data and portfolios of student work to distinguish alternative explanations for poor test scores. While no single set of procedures can eliminate all errors, the proposed system, if carefully implemented, could expose teaching to constructive scrutiny, organize objective information about teaching adequacy, and help to guide its improvement.

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Wu, Ming-Jenn, Chi-Yo Huang, Yu-Sheng Kao, Yeou-Feng Lue, and Liang-Chu Chen. "Developing a Professional Performance Evaluation System for Pre-Service Automobile Repair Vocational High School Teachers in Taiwan." Sustainability 10, no. 10 (October 1, 2018): 3537. http://dx.doi.org/10.3390/su10103537.

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Educational quality is one of the most important factors for having well-trained human resources that support the productivity, competitiveness, and economic growth of a nation. Teachers have always played dominant roles in ensuring education quality. Thus, teacher education is becoming ever more important. However, scholars have long warned about the ineffectiveness of teacher preparation. Indeed, a significant gap still exists between current pre-service teacher education and ideal training. Thus, a new professional performance evaluation system for pre-service teachers will be very helpful in resolving long-term public dissatisfaction with schools. To resolve this problem, developing a performance evaluation system that contains professional standards, performance evaluation criteria, and a precise performance evaluation mechanism is essential to guarantee the highest teacher quality in Taiwan. The authors designed a two-stage research effort for a professional performance evaluation system for Taiwanese pre-service teachers of automobile repair. In the first stage, the Delphi method is introduced to develop pre-service teachers’ professional standards and key evaluation criteria using two iterations of Delphi processes and 14 iterations of focus group meetings based on experts’ opinions. In the second stage, a professional performance evaluation and review mechanism for pre-service teachers is developed using focus group meetings to collect opinions from six vocational education experts. The final performance evaluation system will enhance the quality of pre-service teachers in vocational high schools and serve as a useful model for other countries and economies.

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Frolov, Yury. "The Mixed Model of Teachers’ Evaluation in Secondary Schools." Eduweb 15, no. 2 (July 30, 2021): 110–27. http://dx.doi.org/10.46502/issn.1856-7576/2021.15.02.10.

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Schools face the need to create a system for managing the performance of teaching employees whose activities are specific, difficult to formalize, and subjected to experiments with different degrees of success throughout the world. This paper deals with providing and management of teacher’s evaluation in Russian schools. The purpose of the study is to develop a teacher evaluation model based on professional qualities and performance indicators. The results of the study were tested on the basis of a survey of teachers after the implementation of the proposed system of assessment tools and evaluation methods. According to teachers, the new system contributes to their continuous professional development and, therefore, to the sustainable development of the educational organization in a competitive environment. The proposed methodology for teachers' evaluation clarifies the general data and meets their expectations, expectations of students and management in terms of correspondence with the development strategies of educational organizations.

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Lalupanda, Erfy Melany, Bambang Suteng Sulasmono, and Ade Iriani. "Evaluasi Kinerja Guru SMA Bersertifikasi Dengan Model Charlotte Danielson Di SMA Negeri." Kelola: Jurnal Manajemen Pendidikan 6, no. 1 (June 30, 2019): 11–24. http://dx.doi.org/10.24246/j.jk.2019.v6.i1.p11-24.

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The research aims to evaluate the performance of certified teachers at SMA Negeri 1 Waingapu, East Sumba Regency. The type of this research is evaluative research. The subject of this research is 7 teachers certified in SMA Negeri 1 Waingapu. The teacher performance evaluation model used is the Charlotte Danielson model that evaluates teacher performance in 4 domains: (1) Planning and Preparation, (2) Classroom Environment, (3) Instruction, and (4) Professional Responsibility. Data collection techniques that used are document studies, observation, and interviews. The data validity test is done by triangulation technique and source. Research result: (1) the performance of certified teachers in SMA Negeri 1 Waingapu, on Planning and Preparation domain, teachers are in proficient category, (2) on Classroom Environment domain, teachers are in basic category, (3) on Instruction domain, teachers are in proficient category, 4) on the domain of Professional Responsibility, teachers are in basic category.

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Dissertations / Theses on the topic "Model of Teacher Performance Evaluation"

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Rogers, Eric Paul. "Scale Construction and Halo Effect in Secondary Student Ratings of Teacher Performance." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd910.pdf.

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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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Tannenbaum, Joan. "The effects of teacher training in Madeline Hunter's instructional effectiveness model on teacher performance and selected student variables on the secondary school level." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/76171.

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The search for instructional methodologies which maximize student achievement has been of central concern to educators for many years. Intensified by the recent focus on staff development and school reform initiatives, this search has begun to produce models for school improvement. The majority of the research studies on these models have centered on the academic achievement of inner-city elementary school students in reading and math. One effort to operationalize the research findings has been the instructional model developed by Dr. Madeline Hunter. The few research studies which have been done on her model focus on the effects of teacher training on teacher performance at the elementary level and on student achievement in reading and mathematics. Claims about the effectiveness of teacher training at the secondary level across a wide variety of subject areas and on selected student variables have not been thoroughly substantiated. It was the purpose of this study to determine if the Instructional Effectiveness Model of Madeline Hunter could be applied at the secondary level and to determine what effects the training would have on teacher performance and on selected student variables. This study was conducted employing 14 secondary school teachers, seven in the experimental group and seven in the control group. one class from each teacher's schedule was videotaped prior to and after training. Using the Instructional Skills Observation Instrument each videotape was scored by outside observers. Teachers in the experimental group were also presented with four questionnaires which were used to determine the teacher's perceptions of the content and process of the training sessions. Students in each class (N= 245) were measured in regard to class attendance, number of class discipline referrals, class grade point average, class attitude, and class achievement. In addition, four students from each teacher's class (56 students in total) were interviewed to determine their opinion of how the training affected them. The information obtained from the classroom observations, teacher questionnaires and student interviews was supplemented by ethnographic data. The findings indicated that the teachers in the experimental group did not teach differently than teachers in the control group. The findings also indicated that the selected secondary students of teachers in the experimental group did not differ from selected secondary students of teachers in the control group in overall class attendance, class grade point average, class attitude, and class achievement. There was a significant difference in overall number of class discipline referrals by sex. The correlation between the teacher's performance score as measured on the ISOI and their mean class score on each of the student variables was not significant. The findings from the ethnographic data corroborated the quantitative findings.
Ed. D.

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Jacobson, Dana. "An Examination of the relationship between Marzano's Causal Teacher Evaluation Model and student achievement at nine high schools in a large suburban school district in Central Florida." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5804.

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This study focused on the relationship between student achievement and teacher evaluation during the first year of implementation of the Marzano Causal Teacher Evaluation model in a large suburban school district in Central Florida. The population included high school level teachers and students. Teacher evaluation and performance data were collected and analyzed for relationships using Spearman Rho and Chi-Square Analysis. Variables reviewed included: (a) Marzano's Causal Teacher Evaluation Model iObservation protocol, (b) categorized teacher years of experience, (c) student growth scores based on a teacher's student success on statewide assessments as calculated using VAM or an administered pre- and posttest, (d) school reported teacher demographics on school improvement plans and (e) historical 9th- and 10th-grade student achievement data on FCAT 2.0 Reading and 9th- grade student achievement data on the Algebra 1 End-of-Course (EOC) Examinations.
Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive

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Vaz, Adelaide do Rosário Caetano Pinto Neto. "Avaliação do desempenho docente: sentidos e desafios na perspetiva de professores." Doctoral thesis, Universidade de Évora, 2019. http://hdl.handle.net/10174/25458.

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A presente investigação surgiu num contexto marcado pela grande visibilidade que a avaliação do desempenho docente ganhou, na última década e um pouco por todo o mundo, como uma exigência dos sistemas educativos, dos professores e respetivas organizações profissionais, mas também pela pressão social. Ela emergiu articulada mais com a racionalização e gestão dos recursos do sistema educativo e legitimada pela necessária promoção da qualidade do ensino, do que por necessidade percecionada ou por desejo de desenvolvimento profissional dos professores. Pretendemos conhecer as perspetivas de professores focando-nos na desocultação dos sentidos e dos desafios que os mesmos associam à avaliação do desempenho docente em termos do seu impacto na melhoria da sua atividade, por um lado, e do serviço educativo que prestam à escola e à sociedade, por outro. No estudo empírico, trabalhámos com 653 professores, de escolas secundárias do Alentejo e recorremos a uma abordagem de natureza quantitativa, tendo utilizado como técnica fundamental de recolha de dados o inquérito por questionário. Os dados recolhidos apontaram para um posicionamento desfavorável sobre a possibilidade de a avaliação do desempenho docente ter efeito transformador da prática dos professores de forma a melhorar as aprendizagens dos alunos ou contribuir para o desenvolvimento profissional docente. O parecer foi favorável no que respeita à aceitação da presença de avaliadores externos e internos como garantia de justiça e imparcialidade, bem como o desejo de ter avaliadores da mesma área científica do professor avaliado, com reconhecida experiência e competência profissional e com formação específica em supervisão ou avaliação. Os dados apontaram ainda para a desvalorização da participação de parceiros da comunidade educativa no processo avaliativo. Na perspetiva dos docentes inquiridos a autoavaliação emerge como o principal instrumento de recolha de dados, deixando a observação de aulas apenas para casos especiais, e é valorizada a competência científica na área de ensino, como principal atributo do bom professor Sugerem-se, por fim, recomendações para a reconceptualização do modelo de avaliação do desempenho docente, identificando e eliminando os fatores conflituantes, visando um modelo mais adaptado à realidade da profissão docente; ABSTRACT: The evaluation of teaching performance has come to the fore all over the world over the last ten years as a requirement for the organisation of education systems, for teachers and for the teaching profession in general, as well as pressure for such being exerted by society at large. The topic in question is closely linked to the issue of the rationalisation and management of educational system resources, being legitimised principally by the requirement for ensuring quality in terms of teaching standards, rather than a perceived need or the desire for professional development of teachers. We sought to gain a knowledge of the opinions of teachers by attempting to find out the meanings and challenges they associate with the evaluation of teaching performance in terms of its impact firstly on the improvement of teaching and secondly on raising standards of the educational services provided to schools and society as a whole. The subjects of this empirical study were 653 teachers working at secondary schools in the Alentejo region. A quantitative approach was adopted and the principal method for data collection was the use of a questionnaire survey. An analysis of the data pointed to an overall unfavourable reaction among teachers to the suggestion that the evaluation of teacher performance has a transforming effect on teaching practice with the aim of improving student learning or providing a contribution to the professional development of teachers. In contrast, teachers welcomed the idea of external and internal assessors who could provide a guarantee of fairness and impartiality, while they also expressed the opinion that such individuals should be drawn from the same academic field as the teacher being evaluated and posses a fund of recognised experience and professional competence, having undergone specific training in supervision or evaluation. The results of the survey also highlighted teachers’ negative view of the participation of other actors in the educational community in the evaluation process. From the point of view of the teachers surveyed, self-assessment is cited as the main instrument for data collection, with the observation of classes

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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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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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Hua, Yi. "Teacher Perceptions of Teacher Performance Pay and Performance Evaluation in Yunnan Province, China." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1530192444.

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In China, teacher performance pay has been implemented for eight years, but teachers’ perceptions regarding its implementation have been examined seldomly. Exploring teachers’ perceptions is a path to hear teachers’ voices, inspect implementation practice, and evaluate impacts. This mixed-method study explored teachers’ perceptions toward performance pay in Panda School District of Kunming City, Yunnan Province, China through surveys, interviews, and artifacts. A total of 333 valid responses to the survey were collected and 14 teachers participated in follow-up semi-structured interviews. The quantitative results indicate low to moderate teacher support for performance pay. The qualitative themes generated through content analysis present teachers’ perceived merits and problems associated with the implementation of performance pay. A seven-factor model was extracted through principal component analysis drawn from the teacher perception survey, with 58.4% of the variance in perceptions explained. Significant differences in teachers’ perceptions toward performance pay and evaluation measures were found based on participating teacher and school characteristics. The findings suggest that local governments should increase funding in teacher performance pay if it is to be successful. Additionally, the specific guidance needs to be developed to regulate school-based performance pay programs that consider school contexts. Further, policymakers and school administrators should focus on the structure and associated evaluation indicators of performance pay. It is necessary for school leaders to improve leadership through professional development programs at the same time of implementing performance pay.

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Bush, Charles D. "Teacher Perceptions About New Evaluation Model Implementations." Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10622533.

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The challenge of designing and implementing teacher evaluation reform throughout the U.S. has been represented by different policies, teacher evaluation components, and difficulties with implementation. The purpose of this qualitative embedded single case study was to explore teacher perceptions about new evaluation model implementations and how new model implementations impact the relationships between teachers and administration. The main unit of analysis was teachers at one school experiencing the implementation of new evaluation reform. The sub-units were the experience levels of teachers, specifically New Teachers, Mid-career Teachers, and Seasoned Teachers. Findings in this research demonstrated a protectiveness of the low income school in which the participants work, and a lack of trust in the state understanding the needs of a low performing school. The findings indicated teachers perceive the lack of local control or input into the development or implementation of a new evaluation tool may create feelings of mistrust and ulterior motives. Results also emerged suggesting that teachers perceive a new teacher evaluation model may add stress to the site, provide tools for feedback and accountability, and possibly negatively impact the relationships with students. Finally, the findings indicated striking differences of the perceptions of teachers with different levels of teaching experience. Teachers of all experience levels perceived similar, positive relationships between teachers and administrators. However, the perceptions of the current evaluation tool was markedly different based on years of experience. New Teachers and Mid-Career Teachers stressed a desire to receive feedback and the need for feedback to improve their practice. Conversely, Seasoned Teachers stated a clear lack of need or desire for feedback. Additionally, All experience level groups perceived that there may be some level of added stress during the implementation of a new evaluation tool. Seasoned Teachers Mid-Career Teachers perceive the possibility of a new tool as a negative event, while New Teachers viewed this as an opportunity for accountability and alignment.

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Hutto, Rodney Dean. "Teacher evaluation and development and student performance." Thesis, Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008259.

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Books on the topic "Model of Teacher Performance Evaluation"

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Pak, Yŏng-suk. Susŏk kyosa sibŏm unyŏng p'yŏngka yŏn'gu =: Evaluation study on model operation of head teacher. Sŏul: Han'guk Kyoyuk Kaebarwŏn, 2009.

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Pak, Yŏng-suk. Susŏk kyosa sibŏm unyŏng p'yŏngka yŏn'gu =: Evaluation study on model operation of head teacher. Sŏul: Han'guk Kyoyuk Kaebarwŏn, 2009.

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Phi Delta Kappa. Center on Evaluation, Development, and Research., ed. Improving teacher performance: Formative evaluation. Bloomington, Ind: Phi Delta Kappa's Center on Evaluation, Development, and Research, 1985.

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Higher Education Funding Council for Wales. Performance information on initial teacher training 1998. Cardiff: Higher Education Funding Council for Wales, 1998.

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Clifton, Rodney A. Collegial models for enhancing the performance of university professors. [Vancouver]: Fraser Institute, 2002.

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Carter, Paul D. Deck performance model feasibility study. Helena, MT: Montana Dept. of Transportation, 2002.

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

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Sclan, Eileen. Beginning teacher performance evaluation: An overview of state policies. Washington, D.C: ERIC Clearinghouse on Teacher Education, American Association of Colleges for Teacher Education, 1992.

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Hickcox, Edward S. Teacher performance appraisal and staff development. [Toronto, Ont.]: Dept. of Educational Administration, Ontario Institute for Studies in Education, 1989.

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Antinisca, Di Marco, Inverardi Paola, and SpringerLink (Online service), eds. Model-Based Software Performance Analysis. Berlin, Heidelberg: Springer-Verlag Berlin Heidelberg, 2011.

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Book chapters on the topic "Model of Teacher Performance Evaluation"

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Liu, Xiaoling, Haijun Chen, and Feng Yan. "Fuzzy Comprehensive Evaluation Model in Work of Teacher Performance Evaluation." In Communications in Computer and Information Science, 358–63. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-27452-7_49.

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Zhu, Zijiang, Weihuang Dai, Junhua Wang, Jianjun Li, and Ping Hu. "Application of Machine Learning in the Evaluation Model of Scientific Research Performance of Teachers." In Advances in Intelligent Systems and Computing, 260–70. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2568-1_36.

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Williams, Graham. "Model Performance Evaluation." In Data Mining with Rattle and R, 307–21. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9890-3_15.

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Staiger, Douglas O., and Thomas J. Kane. "Making Decisions with Imprecise Performance Measures." In Designing Teacher Evaluation Systems, 144–69. San Francisco: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119210856.ch5.

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Del Schalock, H. "Teacher Selection: A Problem of Admission Criteria, Certification Criteria, or Prediction of Job Performance?" In Teacher Education Evaluation, 1–22. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2675-2_1.

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Butler, Kenneth M., and M. Ray Mercer. "Test Performance Evaluation." In Assessing Fault Model and Test Quality, 31–33. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4615-3606-2_6.

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Preiser, Wolfgang F. E., John P. Petronis, John W. Petronis, and Lexi Petronis. "Towards a Hospital Activation Process Model." In Building Performance Evaluation, 99–113. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56862-1_8.

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Sridharan, Murari, Srinivasan Ramasubramanian, and Arun K. Somani. "HIMAP: Architecture, Features, and Hierarchical Model Specification Techniques." In Computer Performance Evaluation, 348–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/3-540-68061-6_30.

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Núñez-Queija, Rudesindo. "A Queueing Model with Varying Service Rate for ABR." In Computer Performance Evaluation, 93–104. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/3-540-68061-6_8.

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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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Conference papers on the topic "Model of Teacher Performance Evaluation"

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Aguilar, Olger Gutierrez, Aleixandre Brian Duche Perez, and Anani Gutierrez Aguilar. "Teacher performance evaluation model in Covid-19 times." In 2020 XV Conferencia Latinoamericana de Tecnologias de Aprendizaje (LACLO). IEEE, 2020. http://dx.doi.org/10.1109/laclo50806.2020.9381159.

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Shang Hangbiao, Qu Wenyu, and Tian Guoshuang. "The evaluation system model and empirical analysis of college teacher performance." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543867.

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Shang, Hangbiao, Wenyu Qu, and Guoshuang Tian. "The Evaluation System Model and Empirical Analysis of College Teacher Performance." In 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.158.

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Sunardi, Salahudin Robo, and Trisno. "MADM Model for Evaluation of Non-permanent Teacher Performance using Fuzzy AHP and TOPSIS Methods." In International Conferences on Information System and Technology. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009906300980104.

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Zaqiah, Qiqi Yuliati, Dadang Suhendar, and Novy Maryani. "Evaluation of Teacher Performance to Quality Learning in Madrasah Aliyah (A Comparative Study between Madrasah Aliyah Model and Non-Model Madrasah Aliyah in West Java)." In International Conference on Islamic Education (ICIE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icie-18.2018.32.

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Yuliana, Lia. "Principal Performance Evaluation Model in Managerial Field in Improving Kindergarten Teacher's Professionalism." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.39.

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Jiménez-Parra, Beatriz, Daniel Alonso-Martínez, Laura Cabeza-García, and Nuria González-Álvarez. "Online teaching in COVID-19 times. Student satisfaction and analysis of their academic performance." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12855.

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Abstract:

Online teaching has grown exponentially as a result of COVID-19. Universities and teaching institutions the world over have had to adapt their curricula to this new teaching and learning model. The main goal of this study is to analyse various teaching methodologies used on a sample of university students to analyse their effectiveness in terms of satisfaction, competencies and academic performance. The results suggest that methodologies that include greater student-teacher interaction or the use of videoconferencing for classes and problem-solving help to raise student satisfaction. Students also positively assess online teaching as it allows them to acquire new competencies and even to identify business opportunities. The online evaluation method used also seems to have been appropriate, as it led students to obtain better grades than in face-to-face teaching contexts. The study offers several implications for university teachers of Social Sciences who wish to adopt this type of teaching method.

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Liu, J. P. "On establishing a performance evaluation model for higher vocational college teachers on the basis of SPA." In International Conference on Advances in Management Engineering and Information Technology. Southampton, UK: WIT Press, 2015. http://dx.doi.org/10.2495/ameit140861.

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Li, Peng. "Research and Application of performance Evaluation Model of Rural Preschool Teachers based on big data Algorithm." In 2020 International Conference on Big Data & Artificial Intelligence & Software Engineering (ICBASE). IEEE, 2020. http://dx.doi.org/10.1109/icbase51474.2020.00076.

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Ta’ali, Ta’ali, and Moch Brury Triyono. "Developing a Web-Based Monitoring and Evaluation Model of Vocational High School Teachers’ Performance after Certification Program." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.79.

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Reports on the topic "Model of Teacher Performance Evaluation"

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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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Martin, Paul J. Model Performance and Evaluation. Fort Belvoir, VA: Defense Technical Information Center, September 1997. http://dx.doi.org/10.21236/ada629080.

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Clark, Thomas. Logging Subsystem Performance: Model and Evaluation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6608.

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Henmi, Teizi, and Roger Vega. Development of Mesoscale Model Performance Evaluation Programs. Fort Belvoir, VA: Defense Technical Information Center, April 1992. http://dx.doi.org/10.21236/ada252110.

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Peng, Wen-Jung, and Thomas Sally. Improving Educational Evaluation and Teacher Development: Using Value Added Measures of School Performance in China. Unknown, 2012. http://dx.doi.org/10.35648/20.500.12413/11781/ii152.

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Liu, Mingyan, and John S. Baras. A Hierarchical Loss Network Model for Performance Evaluation. Fort Belvoir, VA: Defense Technical Information Center, January 2000. http://dx.doi.org/10.21236/ada441030.

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Peters, T. J., and W. R. Park. Performance evaluation of the Enraf-Nonius Model 872 radar gage. Office of Scientific and Technical Information (OSTI), December 1992. http://dx.doi.org/10.2172/6942711.

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Peters, T. J., and W. R. Park. Performance evaluation of the Enraf-Nonius Model 872 radar gage. Office of Scientific and Technical Information (OSTI), December 1992. http://dx.doi.org/10.2172/10117546.

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Skidmore, Eric. Performance Evaluation of O-Ring Seals in Model 9975 Packaging Assemblies (U). Office of Scientific and Technical Information (OSTI), December 1998. http://dx.doi.org/10.2172/881318.

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UNIVERSITY OF CENTRAL FLORIDA ORLANDO. Performance Evaluation Test of the Orbit Screen Model 68A and the Komplet Model 48-25 Rock Crusher. Fort Belvoir, VA: Defense Technical Information Center, August 2008. http://dx.doi.org/10.21236/ada487560.

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