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Relevant bibliographies by topics / Student Evaluation Teachers

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Academic literature on the topic 'Student Evaluation Teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Student Evaluation Teachers"

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Makarskaitė-Petkevičienė, Rita. "EVALUATION IN PRIMARY SCHOOL: WE WILL GO FURTHER, OR GO BACK TO WHERE WE WERE?" ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 11, no. 1 (August 25, 2019): 4–8. http://dx.doi.org/10.48127/spvk-epmq/19.11.04.

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The topic of a journal editorial article is inspired by the radio programme and discussion in FB groups. Primary school teachers and student parents split into two groups. Some of them are for going back to primary school student achievement evaluation by marks. The others think that descriptive evaluation suits very well for this age students and shows real child’s achievements, individual progress. The latter are sure that Lithuania goes in the right way, the way that progressive Scandinavian countries have chosen. An interview with a primary school teacher-expert, reveals difficulties which primary school teachers encounter evaluating students’ progress. Also, descriptive evaluation necessity is emphasized both for the student and parents, and teacher. Keywords: student achievement evaluation, primary school, primary school teachers.

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Hansen, Dee, and Leslie A. Imse. "Student-Centered Classrooms." Music Educators Journal 103, no. 2 (December 2016): 20–26. http://dx.doi.org/10.1177/0027432116671785.

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Music teacher evaluations traditionally examine how teachers develop student music-learning objectives, assess cognitive and performance skills, and direct classroom learning experiences and behavior. A convergence of past and current educational ideas and directives is changing how teachers are evaluated on their use of student-centered instructional approaches in the music classroom. These are classrooms facilitated rather than directed by the teacher in which students regularly communicate, collaborate, self-reflect, problem solve, and peer-evaluate about their learning. The authors trace the influence of three important initiatives that, among others, contributed to the implementation of student-centered learning in music classrooms: Arts PROPEL, Comprehensive Musicianship, and 21st Century Skills. The article also explores relationships between these entities, the National Music Standards, and teacher evaluation and provides an innovative model of teacher evaluation.

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Newton, Xiaoxia A., Linda Darling-Hammond, Edward Haertel, and Ewart Thomas. "Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts." education policy analysis archives 18 (September 30, 2010): 23. http://dx.doi.org/10.14507/epaa.v18n23.2010.

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Recent policy interest in tying student learning to teacher evaluation has led to growing use of value-added methods for assessing student learning gains linked to individual teachers. VAM analyses rely on complex assumptions about the roles of schools, multiple teachers, student aptitudes and efforts, homes and families in producing measured student learning gains. This article reports on analyses that examine the stability of high school teacher effectiveness rankings across differing conditions. We find that judgments of teacher effectiveness for a given teacher can vary substantially across statistical models, classes taught, and years. Furthermore, student characteristics can impact teacher rankings, sometimes dramatically, even when such characteristics have been previously controlled statistically in the value-added model. A teacher who teaches less advantaged students in a given course or year typically receives lower effectiveness ratings than the same teacher teaching more advantaged students in a different course or year. Models that fail to take student demographics into account further disadvantage teachers serving large numbers of low-income, limited English proficient, or lower-tracked students. We examine a number of potential reasons for these findings, and we conclude that caution should be exercised in using student achievement gains and value-added methods to assess teachers’ effectiveness, especially when the stakes are high.

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Charoenkul, Nantarat. "APPROACHES TO DEVELOPING FUTURE TEACHER LEADERSHIP TO ENHANCE STUDENTS’ HUMAN VALUE CREATING GLOBAL CITIZENSHIP." Psychology and Education Journal 58, no. 1 (January 1, 2021): 5443–53. http://dx.doi.org/10.17762/pae.v58i1.1842.

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This research aims to: 1) study the present and desirable states and priority needs of future teacher leadership development; 2) propose approaches to developing future teacher leadership to enhance students’ characteristics based on the human value creating global citizenship concept. This study used a mixed-method approach. The sample population comprised 220 volunteer student teachers, 68 school administrators and teacher mentors, plus 16 experts, totally 304. The research instruments were questionnaires and interviews, plus an evaluation form. Data were analysed by frequency, percentage, mean, standard deviation, Modified Priority Needs Index (PNIModified) and content analysis. The research findings reveal that there are 4 future teacher development main approaches: 1. Develop student teachers’ personal growth to be the role models coaching students to conduct knowledge and wisdom-based lives and to respect human value in themselves and others; 2. Exalt student teachers’ leadership competency to be the role models having a service mind, equipping students with team working skills and social justice-based interaction capacity; 3. Cultivate a model teacher’s spirituality in student teachers to support students to conduct their lives based on sufficiency and sustainability; 4. Enhance student teachers’ potential to become the model researchers endowing students with dialectic critical thinking through proactively practical guidelines.

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Özek, Umut, and Zeyu Xu. "Misattribution of Teacher Value Added." Education Finance and Policy 14, no. 1 (January 2019): 115–48. http://dx.doi.org/10.1162/edfp_a_00238.

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The federal Race to the Top competition provided significant impetus for states to adopt value-added models as a part of their teacher evaluation systems. Such models typically link students to their teachers in the spring semester when statewide tests are administered and estimate a teacher's performance based on his or her students’ learning between the test date in the previous school year and the test date in the current year. Because of data limitations in many states, however, the effect of most student learning experiences between two consecutive tests cannot be distinguished from, and hence is often attributed to, the value added of teachers in the spring classrooms. This study examines how teacher evaluations are affected by such misattribution and explores methods that can provide the best approximation in the absence of more detailed data. We find that ignoring previous school-year teachers’ contributions on student learning has a sizeable impact on estimated value-added scores for teachers in the current school year. We also present an alternative approach that can be implemented in the absence of more detailed data on student learning experiences and closely approximates teacher value-added scores that are estimated based on complete student enrollment and roster information.

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James, Jessalynn, and James H. Wyckoff. "Teacher Evaluation and Teacher Turnover in Equilibrium: Evidence From DC Public Schools." AERA Open 6, no. 2 (April 2020): 233285842093223. http://dx.doi.org/10.1177/2332858420932235.

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Teacher turnover is an enduring concern in education policy and can incur substantial costs to students. Policies often address turnover broadly, yet effects turn on net differences in the effectiveness of exiting and entering teachers, in addition to the disruption dealt to classrooms. Recent research has shown mixed effects of teacher evaluation policies, but even where evaluation-induced differential turnover initially benefited students, gains might disappear or reverse as the stock of less effective teachers exits and if more effective teachers view high-stakes evaluation as burdensome. We examine evaluation–induced changes to the composition of exiting and entering teachers in Washington, D.C., the net effect of turnover on student achievement, and the role that evaluation played in teacher turnover. We find that turnover continues to improve teaching skills and student achievement, although effects have diminished. We find little evidence that high-performing teachers’ exit is associated with the evaluation system.

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Ogbonnaya, Ugorji I. "THE RELIABILITY OF STUDENTS’ EVALUATION OF TEACHING AT SECONDARY SCHOOL LEVEL." Problems of Education in the 21st Century 77, no. 1 (February 14, 2019): 97–109. http://dx.doi.org/10.33225/pec/19.77.97.

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The Student Evaluation of Teaching (SET), although controversial, is a common practice at the higher education level for faculty appraisals and promotions, but seldom at secondary school level. Concerns have been raised as to whether students are informed and experienced enough to evaluate teachers’ teaching practices in a reliable way and arrive at valid outcomes. The purpose of this research was to explore the reliability of students’ evaluations of mathematics teaching at secondary school level. This research involved eight teachers, and 194 Grade 11 students from eight secondary schools in Bojanala District, North West province in South Africa. A SET questionnaire was developed, validated and used for data collection. The data were analysed by calculating the average deviation index of the students’ evaluations of each teacher per item and the Intraclass Correlation Coefficient (ICC) with SPSS. This was done using one-way random effects, absolute agreement and a multiple raters/measurements model. Both the ADI and ICC values showed a high degree of reliability of the SET. Hence, SET at secondary school level may provide a reliable indication of teachers’ educational practices that might be used for the formative assessment of teachers’ instruction. It can also assist in designing teacher training programmes for pre-service teachers and professional development programmes for in-service teachers. Keywords: Average Deviation Index, Intraclass Correlation Coefficient, reliability of SET, secondary school, student evaluation of teaching (SET).

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Rakoczy, Katrin, Eckhard Klieme, Anika Bürgermeister, and Birgit Harks. "The Interplay Between Student Evaluation and Instruction." Zeitschrift für Psychologie / Journal of Psychology 216, no. 2 (January 2008): 111–24. http://dx.doi.org/10.1027/0044-3409.216.2.111.

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Teachers practices of student evaluation can be considered crucial to the implementation of embedded assessment systems. This article reports on two studies investigating these practices in detail. The first study examines teacher judgments about student achievement in terms of the grades awarded. It examines whether the grades awarded reflect two dimensions of students achievement as well as learning behavior. It also explores whether teachers grading is aligned with their instruction. In the second study, we analyze how teacher evaluation affects students subsequent learning processes. This study utilizes feedback given to students by the teacher within classroom interaction as an indicator for student evaluation, and investigates the impact of two types of feedback, evaluative and informational, on student learning and motivation. The results of Study 1 show that both the dimensions of student achievement as well as involvement were found to contribute substantially to students grades. Moreover, these contributions depended on teacher beliefs and instructional quality. The findings of Study 2 show that positive evaluative feedback in the classroom was associated with increased intrinsic motivation, whereas negative evaluative feedback was not related to motivation. Informational feedback was shown to foster motivation via emotional experience and cognitive processing. None of the feedback types examined had a significant impact on students achievement development. Finally, implications of the two studies for the implementation of embedded classroom assessment and the investigation of its effects are discussed.

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Belmaz, Yaroslava. "CRITERIA OF EFFICIENCY OF HIGHER EDUCATION TEACHERS (US AND GREAT BRITAIN EXPERIENCE)." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 74–81. http://dx.doi.org/10.51706/2707-3076-2019-1-8.

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The article deals with the work efficiency issue of a higher education teacher. The author analyzes the main criteria for determining the efficiency of a higher education teacher in the US and Great Britain. It is established that a significant amount of research on the effectiveness of teachers’ work is associated with a study of the validity of determining the rating of teachers among students. It was determined that the student rating of teachers is highly correlated with the personal qualities of the teacher, student achievement, student rating and assessment of teachers by the same students after a few years. The author emphasizes that it is impossible to evaluate teaching objectively, based on one source of information. American scientists identify the so-called triad of sources for the effective evaluation of higher education teachers: students, colleagues, and self-evaluation.

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Raths, James, and Frank Lyman. "Summative Evaluation of Student Teachers." Journal of Teacher Education 54, no. 3 (May 2003): 206–16. http://dx.doi.org/10.1177/0022487103054003003.

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Dissertations / Theses on the topic "Student Evaluation Teachers"

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Todoroff, Ryan. "Student perceptions of formative teacher evaluation putting the student back in student evaluations /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Wyandt, Beth A. "Teachers' Dispositions toward the Ohio Teacher Evaluation System." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1459773952.

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Suwanarak, Kasma. "Effectiveness of student rating forms of teacher evaluation : perceptions of Thai university students and teachers." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438362.

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Sanford, Katherine Jane. "Caught in the mixed messages of evaluation, teachers evaluating student writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21666.pdf.

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Khan, Ahmed S. "Students' perceptions of the importance of the faculty dimensions of technical currency, teaching techniques, and commitment to student success for their learning/success in a technology based baccalaureate program." Access citation, abstract and download form; downloadable file 5.75 Mb, 2004. http://wwwlib.umi.com/dissertations/fullcit/3131678.

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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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Anderson, S. Eric (Steven Eric). "The Relationship Between Student Evaluation of Instruction and Selected Predictors." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278530/.

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The study attempted to determine the relationship between student evaluation of instruction and institutional performance ratings with the following predictors: faculty job satisfaction, faculty attitudes toward the evaluation process, faculty attitudes toward factors associated with the evaluation process, and faculty characteristics.

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Bush, Brandon. "Validation of an Observation and Evaluation Instrument for the Supervision of Middle and Secondary Pre-Service Teachers." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984136/.

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The purpose of the study was to determine the validity and reliability of a revised observation and evaluation instrument of middle and secondary pre-service clinical teaching to be used as part of the clinical supervision cycle and for formative purposes. The North Texas Appraisal of Classroom Teaching (NTACT) serves as a performance assessment tool utilized by a south-central university-based educator preparation program for the evaluation and supervision of pre-service teachers during their last semester of their program. The researcher piloted and field-tested a redesigned observation and evaluation instrument (NTACT-V2) on observer participants with varying educational experiences in the south-central region. To accumulate evidence of validity and reliability, this study employed methods of factor analysis and generalizability study for developing a valid and reliable instrument to guide the refinement process of the NTACT observation and evaluation instrument. Some of the significant conclusions reached in this study were (a) the NTACT-V2 is a practical, user-friendly classroom observation and evaluation instrument; (b) the instrument refined and developed in this study exhibits appropriate content, face, and criterion validity as determined by a panel of experts and an extensive review of the literature; and, (c) a variety of observers can use the evaluation instrument with relative ease while achieving a high degree of reliability.

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Anchulee, Suwandee McCarthy John R. "Students' perceptions of university instructors' effective teaching characteristics in the faculty of science, Mahidol University." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521342.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.

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Chan, Sum-yee Cynthia. "The impact of teacher appraisal by students on schooling : a case study /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14034918.

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Books on the topic "Student Evaluation Teachers"

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Stronge, James H. Teacher evaluation and student achievement. Washington, D.C: National Education Association, 2000.

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Rando, William C. Learning from students: Early term student feedback in higher education. [University Park, PA?]: National Center on Postsecondary Teaching, Learning and Assessment, 1994.

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Buchanan, Douglas. Self-evaluation for teachers and student teachers: A framework for professional development. London: Kogan Page, 1997.

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McMillan, James H. Basic assessment concepts for teachers and school administrators. [College Park, MD: ERIC Clearinghouse on Assessment and Evaluation, University of Maryland, 2000.

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Thiessen, Dennis. More than marks: What teachers say about student evaluation. [Toronto]: Ontario Public School Teachers' Federation, 1985.

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Ai zai lu shang: AIZAI LU SHANG. Taiyuan Shi: Shanxi ren min chu ban she, 2012.

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Baksh, Ishmael J. Teaching strategies: The student perspective. St. John's: Publications Committee, Faculty of Education, Memorial University of Newfoundland, 1986.

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E, Loadman William, ed. A documentation and assessment system for student and program development. Washington, D.C: ERIC Clearinghouse on Teacher Education, American Association of Colleges for Teacher Education, 1986.

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R, Deneen James, ed. Assessing student achievement: A guide for teachers and administrators. Lanham, Md: Rowman & Littlefield Education, 2008.

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Koubovi, Dvora. Ben moreh le-talmid: Ha-moreh ha-ṭov be-ʻene talmido. [Jerusalem]: Aḳademon, 1992.

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Book chapters on the topic "Student Evaluation Teachers"

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Darwin, Stephen. "What Higher Education Teachers Think About Quantitative Student Evaluation." In Student Evaluation in Higher Education, 29–43. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41893-3_3.

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Glasman, Naftaly S., and David Nevo. "Guiding and Evaluating Teachers on Student Achievement-Based Instructional Objectives." In Evaluation in Decision Making, 113–25. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2669-1_8.

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Buchanan, John. "Student Evaluation as a Driver of Education Delivery." In Challenging the Deprofessionalisation of Teaching and Teachers, 169–87. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8538-8_9.

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

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AbstractThis chapter describes research into the validity of a teacher evaluation framework that was applied between 2012 and 2016 to provide feedback to Dutch secondary school teachers concerning their instructional effectiveness. In this research project, the acquisition of instructional effectiveness was conceptualized as unfolding along a continuum ranging from ineffective novice to effective expert instructor. Using advanced statistical models, teachers’ current position on the continuum was estimated. This information was used to tailor feedback for professional development. Two instruments were applied to find teachers’ current position on the continuum, namely the International Comparative Assessment of Learning and Teaching (ICALT) observation instrument and the My Teacher–student questionnaire (MTQ). This chapter highlights background theory and central concepts behind the project and it introduces the logic behind the statistical methods that were used to operationalize the continuum of instructional effectiveness. Specific attention is given to differences between students and observers in how they experience teachers’ instructional effectiveness and the resulting disagreement in how they position teachers on the continuum. It is explained how this disagreement made feedback reports less actionable. The chapter then discusses evidence of two empirical studies that examined the disagreement from two methodological perspectives. Finally, it makes some tentative conclusions concerning the practical implications of the evidence.

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Wisniewski, Benedikt, and Klaus Zierer. "Functions and Success Conditions of Student Feedback in the Development of Teaching and Teachers." In Student Feedback on Teaching in Schools, 125–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_8.

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AbstractThe term “student feedback” is often used synonymously with evaluation, assessment, or ratings of teaching, but can be conceptually delimitated from these concepts, distinguishing formative and summative aspects. Obtaining feedback is a core component of teachers’ professional development. It is the basis for critical self-reflection, a prerequisite of reducing discrepancies between one’s performance and set goals, a tool to identify blind spots, and a means of correcting false self-assessments. Student feedback opens up opportunities for teachers to improve on their teaching by comparing students’ perspectives on instructional quality to their own perspectives. Feedback can also help teachers to implement democratic principles, and experience self-efficacy. Conditions are discussed that need to be fulfilled for student feedback to be successful.

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Al-Maamari, Faisal, and Rahma Al-Mahrooqi. "Student Evaluation of Their English Language Teachers in Omani Basic Education Schools." In English Education in Oman, 105–32. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0265-7_7.

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Ford, Timothy G., Mary Elizabeth Van Sickle, and Michelle Fazio-Brunson. "The Role of “Informational Significance” in Shaping Louisiana Elementary Teachers’ Use of High-Stakes Teacher Evaluation Data for Instructional Decision-Making." In Student Growth Measures in Policy and Practice, 117–35. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-53901-4_6.

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Mamontova, Marina, and Petr Zuev. "Training of Future Teachers in Development and Application of Computer Tools for Evaluation of Student Academic Progress." In Smart Education and Smart e-Learning, 321–31. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19875-0_29.

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Mcclellan, Catherine A., John R. Donoghue, and Robert Pianta. "Optimizing Resources to Maximize Student Gains." In Designing Teacher Evaluation Systems, 529–82. San Francisco: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119210856.ch16.

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Lavigne, Alyson L., and Thomas L. Good. "Teacher Effects on Student Achievement." In Enhancing Teacher Education, Development, and Evaluation, 38–69. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315630892-2.

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Conference papers on the topic "Student Evaluation Teachers"

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Lehrer, Richard. "Keynote: Accountable assessment." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_9.

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

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Schlag, Ruben, and Maximilian Sailer. "Linking teachers’ facial microexpressions with student-based evaluation of teaching effectiveness: A pilot study using FaceReader™." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13093.

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This study seeks to investigate the potential influence of facial microexpressions on student-based evaluations and to explore the future possibilities of using automated technologies in higher education. We applied a non-experimental correlational design to investigate if the number of videotaped university lecturers’ facial microexpressions recognized by FaceReader™ serves as a predictor for positive results on student evaluation of teaching effectiveness. Therefore, we analyzed five videotaped lectures with the automatic facial recognition software. Additionally, each video was rated by between 8 and 16 students, using a rating instrument based on the results of Murray´s (1983) factor analysis. The FaceReader™ software could detect more than 5.000 facial microexpressions. Although positive emotions bear positive influence on the “overall performance rating”, “emotions” is not predicting “overall performance rating”, b = .05, t(37) = .35, p > .05. The study demonstrates that student ratings are affected by more variables than just facial microexpressions. The study showed that sympathy as well as the estimated age of the lecturer predicted higher student ratings.

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Phindane, Pule. "PERCEPTIONS AND PREFERENCES OF ENGLISH STUDENT TEACHERS ON THE ASSESSMENT PRACTICES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end029.

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Comprehending the role of assessment and the differential effects on developing students’ learning processes is still one of the most explored areas in higher education. The aim of this quantitative study is to investigate English student teachers ’perceptions and preferences on the assessment practices (i.e., formative). The participant were student teachers sampled from the Department of Social Sciences and Language Education, Central University of Technology, Free State, South Africa. The outcomes showed that the assessment practices used by lecturers had an indispensable impact on students’ motivation, preparation for future learning tasks, and evaluation of study progress. The data obtained also revealed that while peer assessment is one of the least preferred assessment methods, presentations, self-assessments and research papers were the top preferences. The study outcome relates to previous research while also providing a better understanding into the link between individual differences in the assessment preferences and the learning strategies used by students throughout the years of specialization which might offer lecturers way forward for improving their educational practices.

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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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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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Chen, Hai-Jun, Li-Ying Li, and Chun-Guang Zhao. "Unascertained Rational Number's Model in the Evaluation of Student Teachers' Teaching Ability." In 2014 International Conference on Management Science and Management Innovation (MSMI 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/msmi-14.2014.78.

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Alegre, Ines, and Jasmina Berbegal-Mirabent. "Evaluation Systems in Online Environments." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13026.

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One of the biggest challenges of online teaching is student evaluation. With the students not being physically present, assessing their level of knowledge on a subject presents different challenges than those tradionally encountered in face-to-face teaching. In this paper we present an overview of different evaluation systems and reflect about its advantages and disadvantages when applying them in online environments.The most common evaluation systems: multiple-choice quizzes, open question exams, essays, projects and oral exams, are ranked depending on several criteria. Criteria include items that any professor should take into consideration such as easiness of design and preparation or difficulty of student cheating. The advantages and downsides of each evaluation system are presented and several mechanisms to mitigate the disatvanges of each method are proposed.This paper is helpful to professors and teachers, specially in the current situation where the Covid-19 pandemic has moved most high-education teaching online.

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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.

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Farrugia, Anthony, and Dhiya Al-Jumeily. "The design, implementation and evaluation of a web-based student teachers' ePortfolio (STeP)." In 2012 International Conference on Education and e-Learning Innovations (ICEELI 2012). IEEE, 2012. http://dx.doi.org/10.1109/iceeli.2012.6360612.

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Chen, Chao-Hsiu, and Tse-Wei Chiang. "The user-interface design and evaluation of a mobile system for student teachers." In Annual International Conference on Education & e-Learning. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2251-1814_eel14.45.

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Turró, Carlos, Juan Carlos Morales, and Jaime Busquets-Mataix. "A study on assessment results in a large scale Flipped Teaching Experience." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8141.

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

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Reports on the topic "Student Evaluation Teachers"

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Taylor, Eric, and John Tyler. The Effect of Evaluation on Performance: Evidence from Longitudinal Student Achievement Data of Mid-career Teachers. Cambridge, MA: National Bureau of Economic Research, March 2011. http://dx.doi.org/10.3386/w16877.

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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.

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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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Kane, Thomas, and Douglas Staiger. Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation. Cambridge, MA: National Bureau of Economic Research, December 2008. http://dx.doi.org/10.3386/w14607.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.

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Henrick, Erin, Steven McGee, Lucia Dettori, Troy Williams, Andrew Rasmussen, Don Yanek, Ronald Greenberg, and Dale Reed. Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.3.

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This study examines the collaborative processes the Chicago Alliance for Equity in Computer Science (CAFÉCS) uses to conduct and use research. The CAFÉCS RPP is a partnership between Chicago Public Schools (CPS), Loyola University Chicago, The Learning Partnership, DePaul University, and University of Illinois at Chicago. Data used in this analysis comes from three years of evaluation data, and includes an analysis of team documents, meeting observations, and interviews with 25 members of the CAFÉCS RPP team. The analysis examines how three problems are being investigated by the partnership: 1) student failure rate in an introductory computer science course, 2) teachers’ limited use of discussion techniques in an introductory computer science class, and 3) computer science teacher retention. Results from the analysis indicate that the RPP engages in a formalized problem-solving cycle. The problem-solving cycle includes the following steps: First, the Office of Computer Science (OCS) identifies a problem. Next, the CAFÉCS team brainstorms and prioritizes hypotheses to test. Next, data analysis clarifies the problem and the research findings are shared and interpreted by the entire team. Finally, the findings are used to inform OCS improvement strategies and next steps for the CAFÉCS research agenda. There are slight variations in the problem-solving cycle, depending on the stage of understanding of the problem, which has implications for the mode of research (e.g hypothesis testing, research and design, continuous improvement, or evaluation).

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Bacher-Hicks, Andrew, Mark Chin, Thomas Kane, and Douglas Staiger. An Evaluation of Bias in Three Measures of Teacher Quality: Value-Added, Classroom Observations, and Student Surveys. Cambridge, MA: National Bureau of Economic Research, June 2017. http://dx.doi.org/10.3386/w23478.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.

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Hayes, Anne M., Eileen Dombrowski, Allison H. Shefcyk, and Jennae Bult. Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries. RTI Press, April 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0052.1804.

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Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools.

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