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1
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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Makhovikov, Aleksei B., Ekaterina G. Vakhnina, and Ivan V. Kurta. "First-Year Students’ and Teachers’ Interpersonal Perception in Connection with Satisfaction with Training in the Discipline." Vestnik Tomskogo gosudarstvennogo universiteta, no. 458 (2020): 194–204. http://dx.doi.org/10.17223/15617793/458/24.
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The aim of the research was to identify the relationship of students’ satisfaction with the study of the discipline and interaction with the university teacher, including the features of mutual perception. The following objectives were formulated: to conduct a questionnaire survey of students identifying their satisfaction with interaction with the teacher in the framework of the academic discipline, the level of knowledge on the subject before studying the discipline, the growth of knowledge after studying the discipline, and the correspondence of the mark obtained in the exam to the subjective level of students’ knowledge; to conduct a questionnaire survey of university teachers identifying their satisfaction with the interaction with student groups in which they conduct classes; to compare the results of mutual evaluations of students and teachers. The following research hypotheses were proposed: (1) there is a positive relationship between mutual evaluations of students and teachers; (2) lack of knowledge growth in the discipline is interconnected with a low evaluation of students’ satisfaction with interaction with the teacher; (3) presence of a problem in the relationship between the teacher and the student group can be identified based on the analysis of the evaluation spread. Students and teachers were offered questionnaires with numerical values assigned to answers. Questions in both questionnaires were comparable and allowed studying the same aspects of mutual perception of students and teachers and its impact on satisfaction with education. The respondents were 643 first-year students (representatives of 76 study groups divided into 131 subgroups) and 20 teachers who conducted the same general professional discipline in the previous semester for these students. The following methods of statistical data processing were used: analysis of primary statistics, Spearman’s rank-order correlation, the Mann–Whitney U test, and the Kruskal–Wallis H test. Data processing was done using Statistica software. The following conclusions can be made from the empirical study. In general, students and teachers are satisfied with the interaction with each other in the educational process, and their mutual evaluations are interconnected. The low teachers’ evaluation of the student group is interconnected with the unsatisfactory students’ evaluation of the relationship with the teacher. The trend will be stronger if the teacher does not adjust the methods of presenting educational material taking into account students’ abilities. The lack of knowledge growth in the discipline leads to a low evaluation of students’ satisfaction with interaction with the teacher. Summarizing the above, it is important for university teachers to have a flexible approach to the presentation of educational material depending on the initial abilities of students while forming their self-reliance, interest in the subject, and training in general, which ultimately helps students to develop as specialists.
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McKillip, William D., and George M. A. Stanic. "Assessing For Learning: Putting the Value Back into Evaluation." Arithmetic Teacher 35, no. 6 (February 1988): 37–52. http://dx.doi.org/10.5951/at.35.6.0037.
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Evaluation is placing a value on something; one judges an outcome as good, fair, or poor or as acceptable or unacceptable. Evaluation is more than a score; in fact, a score on a test is not even necessary for evaluation. The meaning one places on some indicator, which may or may not be a score, is what constitutes evaluation. One can evaluate students, teachers, administrators, textbooks, curriculum, and many other aspects of schools; in this article, we concentrate on ways for teachers to evaluate the mathematics performance of primary school students. It is important to understand that teachers are evaluating students' performance, not the students themselves. This understanding helps one avoid permanently classifying a student as a good student or a poor student. Performance can and does change, and teachers should be alert to significant changes.
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Xu, Xianxuan, Leslie W. Grant, and Thomas J. Ward. "Validation of a Statewide Teacher Evaluation System." NASSP Bulletin 100, no. 4 (December 2016): 203–22. http://dx.doi.org/10.1177/0192636516683247.
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This study examines the validity of a statewide teacher evaluation system in the Commonwealth of Virginia. Three hundred and thirty-eight teachers from 16 at-risk schools located in eight school districts participated in an evaluation system pilot during the 2011-2012 academic year. Teachers received ratings on six teacher effectiveness process standards and one student academic progress outcome measure. For the outcome measure, student academic progress was measured by student growth percentiles (where available and appropriate) and student achievement goal setting (i.e., student learning objectives). The study examines the internal validity of the system, specifically (1) the relationship between the six teacher effectiveness process standards and the student academic progress outcome measure and (2) the relationship between ratings on outcome measure for teachers with student growth percentile data and without.
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Asrial, Asrial, Syahrial Syahrial, Maison Maison, Muhaimin Muhaimin, and Dwi Agus Kurniawan. "E-Assessment for Characters Independence." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 15 (September 11, 2020): 125. http://dx.doi.org/10.3991/ijim.v14i15.12995.
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This study aims to apply E-assessment and evaluation of the character of student learning independence. E-Assessment and evaluation of student learning independence in this study to see the character of student learning independence in science subjects and how the teacher responds to the development of E-Assessment and evaluation of student learning independence with the MySQL system. This research method uses 3 stages, namely: (1) Development, (2) Implementation, and (3) Evaluation carried out on respondents totaling 529 students and 14 teachers in Jambi Province of Indonesia. The results of this study are the validator gives good results regarding the assessment of e-independence characters in the category given is very feasible and obtained valid statements of 24 statements with a reliability value of 0.870. Indicate that the character of student learning independence in learning is classified as good 65.8% (348 students of 529 students) and teacher responses are classified as good with 57% (8 teachers of 14 teachers). So it was concluded that the E-Assessment received a good response and needed to be developed on a large scale.
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Prizovskaya, Victoria. "Identifying New Jersey Teachers’ Assessment Literacy as Precondition for Implementing Student Growth Objectives." Journal of Education and Learning 7, no. 1 (November 1, 2017): 184. http://dx.doi.org/10.5539/jel.v7n1p184.
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The Student Growth Objectives are assessments created locally or by commercial educational organizations. The students’ scores from the Student Growth Objectives are included in teacher summative evaluation as one of the measures of teacher’s effectiveness. The high amplitude of the requirements in teacher evaluation raised a concern of whether New Jersey public school teachers were competent in assessment theory to effectively utilize the state mandated tests. The purpose of this quantitative study was to identify New Jersey teachers’ competence in student educational assessments. The researcher measured teachers’ assessment literacy level between different groups based on subject taught, years of experience, school assignment and educational degree attained. The data collection occurred via e-mail. Seven hundred ninety eight teachers received an Assessment Literacy Inventory survey developed by Mertler and Campbell. Eighty-two teachers fully completed the survey (N=82). The inferential analysis included an independent-sample t test, One-Way Analyses of Variances test, a post hoc, Tukey test and Welch and Brown-Forsythe tests. The results of this study indicated teachers’ overall scores of 51% on entire instrument. The highest overall score of 61% was for Standard 1, Choosing Appropriate Assessment Methods. The lowest overall score of 39% was for Standard 2, Developing Appropriate Assessment Methods. The conclusion of this study was that New Jersey teachers demonstrated a low level of competence in student educational assessments. In general, the teacher assessment literacy did not improve during the last two decades.
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Abdu, Wamaungo Juma. "A Teacher’s Autonomy in Assessing Students’ Performance: A Brief Conceptual Review on The Assessment of Learning Outcomes." Educational Administration Research and Review 3, no. 1 (December 8, 2019): 49–53. http://dx.doi.org/10.17509/earr.v3i1.21717.
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In formal schooling, testing/ or assessments are always done on entry, and on exit of the student. Assessment during entry is carried out to assess the entry behaviour of a student, while the on-exit assessment is conducted to know how well students have achieved on the learning objectives. This means that assessment of a student has always had a strong foundation in the ‘hands of the teacher’. Having taught, a teacher understands the students than any other assessor or evaluator. However, this is not the case in most countries, more so in the developing world, where students’ testing/assessment has always been done by the national examination bodies, a thing which terminates the teacher’s role in student’s assessment, hence hindering sincere evaluation of learners. Mr. Obama describes such a situation as teachers forced to spend their academic years preparing students to fill in bubbles on standardized tests (Cody, 2011). This Obama comment implies that teachers should be given authority in a substantive manner towards a more balanced method for evaluating students learning and achievement. In this paper therefore, I describe the need for a teacher’s autonomy in testing and or assessing students’ performance [school assessment] versus the national examinations organized by the national examination body under the ministry of education..
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Yang, Shih-hsien. "Teacher Evaluation: Teachers’ Reflections and Actions on online Student Evaluations of Teaching." International Journal of Learning: Annual Review 17, no. 1 (2010): 133–42. http://dx.doi.org/10.18848/1447-9494/cgp/v17i01/46804.
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Urrutia, Francisco. "Desempeño docente en formación cívica y ética: Estudio empírico y recomendaciones de política pública para el nivel secundaria en México." education policy analysis archives 28 (December 21, 2020): 188. http://dx.doi.org/10.14507/epaa.28.5255.
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The purpose of this article is to expose the process and results of a research on a study on teacher practices in order to understand the opportunities and ways to improve their performance in the class on civics and ethics. The author carried out teacher performance analysis and assessment on the basis of a methodology for the qualitative analysis of classroom situations and a model of standards for teacher performance in the classroom. The study allowed the author to build a series of recommendations for policy decisions, oriented to the improvement of teacher performance. The teaching practice elements defined as connection among subjects, differentiated attention, student-to-student assessment, and self(student)-assessment received the lowest scores among the group of evaluated teachers. Thus, Mexican teachers require training and support in these specific elements. The elements with the highest scores for the evaluated teachers were: student-student learning relations, didactic resources, directed activities, interpersonal relationships and teacher’s assessment of students The standards for teacher performance in the classroom and its evaluation model have proven to be relevant and useful tools for diagnosing the need for improvement in teaching practice, and therefore for reporting the training and technical assistance required by teachers and schools.
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Purwati, Purwati, Muhammad Japar, and Hijrah Eko Putro. "The Lack of Interest to do Counseling among Junior High School Students: Evaluation of Principals, Counselors, Teachers, and Peers Factors." Islamic Guidance and Counseling Journal 3, no. 2 (July 15, 2020): 54–60. http://dx.doi.org/10.25217/igcj.v3i2.737.
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This study departs from the limitations of research on how principals, counselors, teachers, and peers in inhibiting students' intention to do counseling. This study aims to determine how principals, counselors, teachers, and peers influence the lack of interest in student to do counseling. 162 students from six Junior High Schools in the city of Magelang, Indonesia were involved as participants after obtaining permission from the schools. The collected data is then analyzed using correlation and path analysis to see how the relationship and influence of principals, counselors, teachers, and peers on student counseling interests, and to see how the role of peers in mediating the relationship between principals with counselors and teacher with counselors. The school principals, counselors, and teachers become serious obstacles as they being categorized in high, while peers become factors in the medium category. Principals, teachers and peers contribute positively to the lack of interest in consulting to counselors. Principal factors and teachers contribute positively to peers. Peers are mediators in the principal's relationship with the counselor and the teacher's relationship with the counselor.
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Shahana, Nahid, Iffat Ara, Humayun Kabir Talukder, Farhana Hussain, Farhana Alamgir Moony, and Polly Zinnat Ara. "Teachers' Opinion Regarding Teacher Evaluation in Undergraduate Medical Education." Bangladesh Journal of Medical Education 6, no. 1 (April 17, 2017): 12–18. http://dx.doi.org/10.3329/bjme.v6i1.32205.
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This descriptive type of cross-sectional study was conducted to find out the teachers' opinion about teacher evaluation in undergraduate medical education at two government and three non-government medical colleges in Dhaka city by convenience sampling. 30 teachers were participated and they were from Assistant Professor to Professor Level. Teachers gave their opinion about potential use, facilities, barriers and factors affecting the implementation of teacher evaluation through in-depth interview. Majority of teachers opined that a well developed teacher evaluation system is a must in undergraduate medical education. It is strongly felt by the participant teachers that teacher evaluation has presently become very much essential against the backdrop of continuous changing of curriculum, technology, teaching styles, pattern of society, disease demography etc. Teachers agreed that it can improve teaching ability and protect students from incompetent teachers. Most of the teachers agreed about the necessity of student involvement in the teacher evaluation programme. Problem if arise can be resolved by implementing teacher evaluation with the help of a precise or proper guideline from policy level. Study recommended that teacher evaluation should start from undergraduate medical college. Study also mentioned that teachers' classroom performance and relationship with students should be used as parameters of teacher evaluation. In conclusion it can be said that without teacher evaluation there is no way for quality improvement of teacher and undergraduate medical education.Bangladesh Journal of Medical Education Vol.6(1) 2015: 12-18
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Muhammad Akram, Farrukh Munir, and Ahmad Bilal. "Effect of Teacher Performance Evaluation on School Effectiveness." sjesr 4, no. 1 (March 17, 2021): 431–39. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(431-439).
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This study was conducted to measure the effect of teacher performance evaluation on school effectiveness in public high schools in Pakistan. Teacher evaluation is a formal and systematic process of evaluating teacher performance that plays an important role in enhancing school effectiveness. School effectiveness is a process that ensures that a particular school has effectively maintained a safe and orderly environment, implemented an instructional framework and curriculum that focuses on enhancing student learning, where the school monitoring system is highly responding, and where a competency-based system is in practice that ensures increased student achievement. A correlational research design was used to conduct this study. Using multistage sampling techniques, data were collected from 580 secondary school teachers in district Okara. Self-Assessment Instrument for Teacher Evaluation (α=.88) and School Effectiveness Questionnaire ((α=.86) were used for data collection. The Pearson correlation coefficient showed that teacher evaluation scores and school effectiveness were significantly correlated with each other (r=.69). As teacher performance evaluation scores increased, the score on school effectiveness also increased. Multiple linear regression analysis revealed that teacher performance evaluation score significantly predicted 46% of variance in school effectiveness. Further, female teachers were better on teacher performance evaluation score and school effectiveness. Teachers in urban schools showed higher scores on teacher performance evaluation scores and school effectiveness as compared to rural school teachers.
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Darling-Hammond, Linda, Barnett Berry, and Amy Thoreson. "Does Teacher Certification Matter? Evaluating the Evidence." Educational Evaluation and Policy Analysis 23, no. 1 (March 2001): 57–77. http://dx.doi.org/10.3102/01623737023001057.
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The authors respond to Dan Goldhaber and Dominic Brewer’s article in the Summer 2000 issue of Educational Evaluation and Policy Analysis that claimed from an analysis of NELS teacher and student data that teacher certification has little bearing on student achievement. Goldhaber and Brewer found strong and consistent evidence that, as compared with students whose teachers are uncertified, students achieve at higher levels in mathematics when they have teachers who hold standard certification in mathematics. (The same was true to a somewhat lesser extent in science.) However, they emphasized their finding that, "Contrary to conventional wisdom, mathematics and science [students] who have teachers with emergency credentials do no worse than students whose teachers have standard teaching credentials " and suggested that certification be abandoned. This article critiques the methodological grounding for this finding and presents additional data on the characteristics of the small sub-sample of teachers in NELS data base who held temporary and emergency credentials. It finds that most of these teachers have qualifications resembling those of teachers with standard certification, and that those who have more education training appear to do better in producing student achievement. It also reviews the literature on teacher education and certification as the basis for evaluating Goldhaber and Brewer’s claim that states should eliminate certification requirements and proposes additional research that would illuminate how teacher education and certification operate-and could better operate-to enable teachers to succeed in their work.
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Ronfeldt, Matthew, Emanuele Bardelli, Stacey L. Brockman, and Hannah Mullman. "Will Mentoring a Student Teacher Harm My Evaluation Scores? Effects of Serving as a Cooperating Teacher on Evaluation Metrics." American Educational Research Journal 57, no. 3 (September 14, 2019): 1392–437. http://dx.doi.org/10.3102/0002831219872952.
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Growing evidence suggests that preservice candidates receive better coaching and are more instructionally effective when they are mentored by more instructionally effective cooperating teachers (CTs). Yet teacher education program leaders indicate it can be difficult to recruit instructionally effective teachers to serve as CTs, in part because teachers worry that serving may negatively impact district evaluation scores. Using a unique data set on over 4,500 CTs, we compare evaluation scores during years these teachers served as CTs with years they did not. In years they served as CTs, teachers had significantly better observation ratings and somewhat better achievement gains, though not always at significant levels. These results suggest that concerns over lowered evaluations should not prevent teachers from serving as CTs.
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Garcia, Aldiara Fernanda Pavão, Arioane Primon Soares, Bianca De Oliveira Lovato, Elisandra Lúcia Moro Stochero, Luciane Clates Padilha, and Fernando De Jesus Moreira Junior. "Percepção dos docentes em relação à Avaliação do Docente pelo Discente." Ciência e Natura 42 (December 29, 2020): e59. http://dx.doi.org/10.5902/2179460x40519.
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The objective of this work was to evaluate the perception of the Faculty of the Federal University of Santa Maria regarding the Teacher Evaluation by the Student in order to verify deficiencies and propose improvements in the evaluation process. An analysis was made of the Faculty's Student Assessment tool and, thus, a questionnaire was prepared sent to all teachers able to participate in the research. The results showed that most teachers are satisfied mainly with the assessment instrument, the assessment made by the students and the obligation of application. However, there is significant dissatisfaction with the fact that students are not required to respond, with poor student adherence and the influence of assessment on teacher progression.
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Rutland, Peter. "Some Considerations Regarding Teaching Evaluations." Political Science Teacher 3, no. 4 (1990): 1–2. http://dx.doi.org/10.1017/s0896082800001161.
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These comments are mostly derived from my teaching experience at the University of Texas at Austin, which has a sophisticated and elaborate teacher evaluation system, and in the universities of London and York in England, which don't.1. Students' evaluations of their teachers do not depend solely on the qualities of the teacher. If objective evaluations are to be obtained, a multivariate statistical analysis should be conducted, controlling for such factors as:a. class size—the smaller the class, the better the evaluations.b. expected grade—one of the strongest correlates of teacher evaluations proved to be the grade the student expects to receive—the higher the expected grade, the “better” the course. This too can be controlled for—by asking the students on the form what grade they expect to receive.c. whether the class is required or optional—compulsory courses will obviously be less popular. One way to test for this is to ask students on the evaluation form to rate the class relative to their expectations of the class (above, below, or as expected).2. A statistical study at Texas by J. Sidanius showed that student evaluations of teachers tend to be biased against women and minority teachers. Apart from the intrinsic worries this raises, such information, if true, could be used in court actions over denial of tenure for women/minorities where teacher evaluations played a role.3. There is of course the general philosophical question of whether students are best able to assess whether they are learning anything from a given teacher.
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Wei, Xin, Deepa Patel, and Viki M. Young. "Opening the “black box”: Organizational differences between charter schools and traditional public schools." Education Policy Analysis Archives 22 (January 18, 2014): 3. http://dx.doi.org/10.14507/epaa.v22n3.2014.
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Using survey data collected from 2,273 teachers in Texas, this study explores differences in school organization that contribute to the experiences (e.g., working conditions, instruction and student engagement in learning, self-efficacy and job satisfaction, and teacher evaluation) of charter school and traditional public school teachers. Researchers used propensity score matching to reduce the impact of selection bias and to produce accurate estimates of the charter-traditional public school differences. Compared with similar teachers in traditional public schools, charter school teachers reported a more supportive teaching environment, higher expectations of students among staff, a greater sense of responsibility for student learning, and higher levels of student engagement in learning. However, they reported, attending fewer professional development trainings focused on instruction and aligned to teaching assignments, fewer opportunities for professional development and collaboration with colleagues, and lower perceived fairness of teacher evaluation. Findings from this study provide valuable insight into the school organization factors that may underlie teacher turnover and represent unmet needs among charter school teachers, and suggest strategic areas of focus for policymakers, charter management organizations, and charter school leaders in addressing teacher retention and student achievement.
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KADAKAL, Semanur. "EVALUATION OF THE PRESCHOOL TEACHING PRACTICE I-II COURSE ACCORDING TO THE VIEWS OF THE PRACTICE TEACHERS AND THE STUDENT TEACHERS." IEDSR Association 6, no. 11 (February 24, 2021): 1–20. http://dx.doi.org/10.46872/pj.147.
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It is stated that one of the most important stages in the training of a teacher is that teacher candidates gain practical teaching experience in schools (Ünlüönen & Boylu, 2007). Together with the lecturers in the faculty, the people who will contribute to the training of the teacher candidate and guide the teacher candidate in the school dimension of the process, namely the application part, are the practice teachers. MoNE defines the practice teacher as "the teacher who has a teaching formation in the practice school, selected from among the experienced teachers, guides and counsels the teacher candidate in gaining the behaviors required by the teaching profession". Practice teachers should be open to collaboration, willing to introduce teaching-learning processes, and sharing (Coşkun & Yalın Uçar, 2012). Since the application students gained their first professional experience under the guidance of the practice within the scope of the Teaching Practice course, the practice teacher should understand the importance of this process and know his responsibility. Teacher candidates find the opportunity to apply the knowledge they have acquired at the end of their 4-year undergraduate education in a real environment for the first time. Based on these points, the aim of this study is to evaluate the opinions of preschool student teachers studying at the same university and practice teachers about their practices in preschool education institutions within the scope of the "Teaching Practice I-II" course. This research was carried out to determine the opinions of 10 pre-school teachers working in 5 state kindergartens randomly selected from Küçükçekmece, Bakırköy and Ataköy districts of Istanbul province and 10 preschool stundent teachers studying at a foundation university in Istanbul on Teaching Practice I-II courses. Within the scope of the research, two data collection tools, "Teacher Interview Form" and "Student Interview Form", were used. The teachers and student teachers were determined by using the "snowball sampling" method. In the research, semi-structured interviews were conducted with a total of 20 people, including 10 preschool student teachers and 10 practice teachers. While the student teachers found the education they received at the university as theoretical and they could not implement activities that might interest children in the classroom, the practice teachers stated that the presence of teacher candidates in their classrooms provided an advantage especially in terms of supporting them in art activities, but they did not find their classroom management dominance sufficient. While the student teachers found their communication with them good, they stated that the student teachers should improve themselves in the activity implementation processes.
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Nurohman, Eko. "THE IMPLEMENTATION OF TEACHING SPEAKING PROGRAM AT LANGUAGE CENTER ENGLISH COURSE PARE KEDIRI." Jurnal Pendidikan Bahasa Inggris Proficiency 2, no. 1 (January 10, 2020): 10. http://dx.doi.org/10.32503/proficiency.v2i1.1380.
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Non – formal education is one of the solution to help the student learning the subject.One of non – formal education is English course to complete the studying in formal education, to give more knowledge, human skill, and to be able to develop the ability, improving the skill and independence. When the students cannot get maximal in speaking English at school, they can join some courses that is focusing on English. LANGUAGE CENTER English Course has known well to make students able to speak English because they will be helped by 100 teachers who is professional in English. The Implemntation of teaching speaking program at LANGUAGE CENTER English Course are including teacher’s preparation, material taught, teachers’ evaluation in learning, and students’ response toward the teacher in teaching speaking .The research used descriptive qualitative as research design. The subject was 13 students of basic speaking class at LANGUAGE CENTER English Course. The method used in collecting data was interview, observation and documentation. Interview and observation were used for collecting data on teacher’s preparation, material taught, teachers’ evaluation in learning, and students’ response toward the teacher in teaching speaking at LANGUAGE CENTER English Course and documentation used for collecting picture and video that we did research. The result of research is to show that teacher’s preparation, material taught, teacher’s evaluation and students’ response in teaching speaking program at LANGUAGE CENTER English Course was very good.
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Tezer, Murat, and Nurdan Özreçberoğlu. "Perspectives of teachers and students regarding testing and assessment in mathematics examination." International Journal of Innovative Research in Education 4, no. 2 (August 24, 2017): 60. http://dx.doi.org/10.18844/ijire.v4i2.2315.
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Abstract
This research aims to allow teachers working for the Ministry of Education in the Turkish Republic of Northern Cyprus (TRNC) in the 2016-2017 second academic term to prepare the mathematics exams, to fulfil and apply the assessment and evaluation aims and to determine the fulfilment level. Survey was conducted on teachers and the student views. Students were randomly selected based on grade point. This research investigated whether there is a significant relationship between the teachers' gender. Data was collected by the researchers’ survey. Semi-structured interview forms and content analysis were used to collect student views.
Keywords: Mathematics exams, assessment, evaluation, teacher views, student views.
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Drexlerová, Anna, Klára Šeďová, and Martin Sedláček. "The relationship between grading and teacher judgment." Journal of Pedagogy 10, no. 2 (December 1, 2019): 9–35. http://dx.doi.org/10.2478/jped-2019-0005.
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Abstract This paper presents two studies examining the interrelation of grading and teacher judgment. Study 1 revealed the structure of teacher judgment two teachers and their classes, based on data from long-term ethnographic research. Through inductive analysis of teacher statements about students, four criteria by which teachers judge their students were identified: performance, aptitude, effort, and communicativeness. Using quantitative data from 639 students and 32 teachers, Study 2 explored the relationship between the criteria for teacher judgment identified in Study 1 and the grade assigned to a particular student. Evaluation questionnaires that teachers completed about their students were used. All four criteria identified in Study 1 positively correlated with the grade, but as the multiple linear regression analysis showed, the final grade was most influenced by the category of performance. However, a teacher’s perception of a student’s performance did not always fully align with their performance as measured by a standardized test.
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Baral, N., A. K. Nepal, B. H. Paudel, and M. Lamsal. "Effect of Teachers Training Workshop Outcomes on Real Classroom Situations of Undergraduate Medical Students." Kathmandu University Medical Journal 13, no. 2 (February 25, 2017): 162–66. http://dx.doi.org/10.3126/kumj.v13i2.16791.
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Background Faculty development by conducting regular training, workshops and research related to medical education has been a key feature to upgrade quality of medical education.Objective The aim of this study was to explore responses of the health science teachers, students and peers after the workshop after providing training on student assessment tools and teaching-learning methods.Method Two teacher-training workshops were conducted to the faculty members of B.P. Koirala Institute of Health Sciences from the departments of basic, clinical and allied sciences in Oct. 2010 and Jan. 2011. Qualitative questionnaire based study was conducted, and the questions were validated before the study by expert peer review process. The effect of the training workshop in real classroom outcomes was assessed incorporating student’s feedback, evaluation by peers and the self-evaluation by the teacher trainees.Result Pre-test and post-test scores of the participating teachers, before and after the workshop were 62.53 and 71.17 respectively. Among the participants 90.3% teachers expressed enhanced in their role as a teacher for medical undergraduates after the workshop.Conclusion In present study, the faculty members showed accrued interest to participate in teacher’s training workshops. The peer evaluation of teacher’s performance in their real classroom situations were rated higher than evaluation by the students. Therefore, such training workshops will have a greater impact on the ability of teachers in effective teaching in real classroom situations.
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Tursini, Umi. "Exploring Changes in Teachers’ Instructional Practice through Self-evaluation as a Meditational Activity: A Case Study." Journal of Language Teaching and Research 8, no. 3 (May 2, 2017): 556. http://dx.doi.org/10.17507/jltr.0803.14.
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This study investigated an Indonesian English language teacher’s instructional practice and the extent to which the practice capable of change as a result of engagement in mediated self-evaluation. The study was framed using Vygotsky’s sociocultural theories. A case study, which drew on multiple data sources including interviews, classroom observations, and documentation, was employed. A range of artefacts including lesson video recording, student feedback, and collegial dialogue are used to self-evaluate teacher’s instructional practice. The qualitative analysis suggested that self-evaluation involving teacher's self-reflection on teaching in Indonesian university contexts had significant potential for mediating changes in instructional practice. The findings also revealed that teacher self-evaluation led to heightened self-reflection through which teachers understood themselves and their instructional practice more deeply in terms of their strengths and areas for development. This suggests that teacher self-evaluation contributes to professional learning by empowering teachers to transform their practice. Given that teacher self-evaluation is still a relatively new phenomenon in the Indonesian educational context; the positive outcomes reported in this study are promising. Hence, it is reasonable to recommend that educational leaders in Indonesia provide opportunities for teachers to formally self-evaluate. The necessary provisions must therefore be in place and will ideally include formal training or workshops on how to perform a self-evaluation, the allocation of time to carry out the process, and ongoing support to address teachers’ needs and concerns about the process in terms of consistency and timeliness.
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Potter, Margaret A. "Using a Feedback Form to Communicate with Students." Mathematics Teacher 89, no. 3 (March 1996): 184–85. http://dx.doi.org/10.5951/mt.89.3.0184.
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The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) has caused a stir of creativity, some of which has been used to devise ways to align instruction and teacher-student or student-teacher communication. One of the more visionary methods for assessment that teachers are currently using is journal writing. Journals can give both teachers and students great insight into a student's progress throughout a grading period.
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Fitzgerald, Michael, David McKinnon, Lena Danaia, and Sophie Bartlett. "Differences in Perception Between Students and Teachers of High School Science: Implications for Evaluations of Teaching and Classroom Evaluation." Australian Journal of Teacher Education 45, no. 11 (November 2020): 73–92. http://dx.doi.org/10.14221/ajte.202v45n11.5.
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The science teacher in the modern high school acts as the designer and driver of the in-class practice. In this role, the teacher must broadly assess the effect of the practice on the student. This would rely on accurate self-knowledge of how they act in class and impact their students. In this study we explore these issues by comparing the difference in responses of 86 teachers and 2512 Year 9 and 10 students to an instrument probing their perceptions of their in-class practice. We report two significant findings. First, not only do teachers constantly positively overrate their in-class practice but secondly, these perceptions are completely unrelated to how their students see their classrooms. This implies that using teachers as the sole source of evaluation about their own classroom practice is problematic and that evaluation should always be endeavoured to be undertaken at the level of both teachers and students.
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Sergienko, Aleksandra Yurievna, Irina Ivanovna Sokolova, and Olga Sergeevna Spirina. "The possibilities of criterion-oriented testing in verifying the achievements of teachers." SHS Web of Conferences 97 (2021): 01035. http://dx.doi.org/10.1051/shsconf/20219701035.
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The article presents the results of empirical research on perception of teachers from military engineering university about the features of didactic testing and on methodologies of diagnostics used by experienced and young teachers. It also presents the results of the survey on students’ learning motivation according to the achievement goal theory. Students have been identified as being oriented towards mastery goal, and concentrate on getting new knowledge and skills that lead to professional and personal growth. It has been proved possible to develop methods for determining the effectiveness of pedagogical action and communicative interaction between the teacher and the student using didactical criterion- oriented testing. One of the goals is to assess teacher’s performance as a factor influencing students’ cognitive activity, their results and motivation. The method of formalization by mathematical means of the modeling process and representation of criterion-oriented testing results as a communicative task of interaction between the teacher and the student is described. Prospects for use of theoretical bases, ideas and methods of educational evaluation in criterion-oriented testing and in verifying teachers’ achievements are discussed.
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Al-Amri, Mohammed Hamood, and Yasser Mahmoud Fawzy. "Graphs and their vertical and horizontal significance as possible indicators for assessing/evaluating student-teachers’ performance in the teaching skills of Art Education and their attitudes towards its implementations at Sultan Qaboos University." Journal of Arts and Social Sciences [JASS] 4, no. 1 (January 1, 2013): 27. http://dx.doi.org/10.24200/jass.vol4iss1pp27-61.
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The current research aim at analyzing the teaching performance indicators in Art Education through developing assessment/evaluation tools of student/teacher’s teaching performance as visual forms in relation to graphs . It also aims at identify the contribution of these evaluation tools in following-up the level of growth indicators of student/teachers’ teaching performance and in monitoring their attitudes towards the use of graphs as indicators for assessing /evaluating teaching skills of Art Education in the preservice teaching practice course (Practicum). The implementation of the current study was conducted on a sample of 25†male and female students in their fourth-year of study at Art Education Department, Sultan Qaboos University. In this study the researchers used the descriptive and the experimental research methods. The results show the possibility of using of graphs as forms of visual significance which may be utilized as tools for assessing student performance in the art education teaching practice course. The results also showed positive attitudes towards the use of graphic drawings in the process of evaluating student/ teacher performance. The research concluded with some recommendations such as: developing the assessment and evaluation processes by using tools based on visual forms associated with the nature of art specialization; conducting further similar research in using graphs drawings in the process of assessment/ evaluation in other disciplines; examining its benefits in developing student/teacher performance in the educational process.
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Subedi, Bidya Raj, and Mark Howard. "Exploring Predictors of Highly Effective Teachers Through Multilevel Model." Advances in Social Sciences Research Journal 6, no. 11 (December 3, 2019): 321–32. http://dx.doi.org/10.14738/assrj.611.7408.
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This paper explored significant teacher and school level predictors of the status of highly effective teachers based on Florida teacher evaluation system employing a two-level multilevel analysis approach known as hierarchical generalized linear model (HGLM). The analysis used 3,895 teachers who taught students in Kindergarten to Grade 12 and 210 schools from one of the largest urban school districts in United States of America. In this study, teacher and school level data are used at level-1 and level-2 models, respectively. At teacher level, the results showed significant effects of percentage of student level demographic, academic, and disciplinary variables aggregated at teacher level as well as teacher’s experience and educational degree level. At school level, percentages of Black and percentage of Hispanic students showed significant effects on the status of highly effective teachers. The percentage of variance explained at school level is found 19.5% with an effect size of 0.44 which is determined as a “medium” size of school effect.
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Giles, Steven M., Nancy Grant Harrington, and Melodie Fearnow-Kenney. "Evaluation of the All Stars Program: Student and Teacher Factors That Influence Mediators of Substance Use." Journal of Drug Education 31, no. 4 (December 2001): 385–97. http://dx.doi.org/10.2190/ggvy-y4ak-epb0-0mq5.
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The authors examined the relationship between students' perceptions of a problem behavior prevention program, All Stars, and changes in the program variables. Three factors—Program Enjoyment, Student Engagement, and Teacher Relationship—were used to predict changes in the four variables targeted by the All Stars program. Student Engagement was related to greater changes in student idealism, commitment, and bonding. Program Enjoyment was related to positive changes in student idealism and normative beliefs. Teacher Relationship had little impact on the program variables. Students who were taught All Stars by regular classroom teachers reported greater Program Enjoyment and Student Engagement than students taught by health education specialists.
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Grouws, Douglas A. "Implementing the Professional Standards for Teaching Mathematics: The Evaluation of Teaching: Challenge and Opportunity." Mathematics Teacher 87, no. 6 (September 1994): 446–48. http://dx.doi.org/10.5951/mt.87.6.0446.
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Teachers are under enormous pressure to produce results, and, directly or indirectly, teaching evaluations are part of that pressure. In Kentucky, for example, schools are rewarded or sanctioned, depending on their students' performance on various types of assessments (Bush 1992). To channel reform energy into productive effort, a change must occur in the current preoccupation with finding scapegoats for poor student performance and on holding teachers singularly accountable for shortcomings in the educational system. Shifting the focus of teaching evaluations from teacher accountability to improving instruction is a step in the right direction because it will increase the usefulness of these evaluations as teachers work to increase students' learning in mathematics. Any reoriented teaching-evaluation process must be comprehensive in nature and involve a cyclic process of teaching assessment, professional development, and instructional change, as advocated in the Professional Standards for Teaching Mathematics (NCTM 1991).
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Gilmour, Allison F., Caitlyn E. Majeika, Amanda W. Sheaffer, and Joseph H. Wehby. "The Coverage of Classroom Management in Teacher Evaluation Rubrics." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 2 (June 18, 2018): 161–74. http://dx.doi.org/10.1177/0888406418781918.
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Many teachers struggle with the classroom management skills necessary to support students with disabilities. Teacher evaluation is a potential method for supporting teachers’ use of classroom management strategies. The authors evaluate the extent to which classroom management was included in state teacher evaluation rubrics and the types of classroom management topics that were included in the rubrics. They find that while one fifth of standards and indicators were related to classroom management, there was large variability across states. Rubrics that included classroom management focused on proactive strategies, but often did not include specific evidence-based practices that could help teachers improve their classroom management skills. Very few rubrics included any focus on how to address student misbehavior. In light of these findings, the authors provide a discussion of the importance of including high-quality standards and indicators about classroom management to support teachers of students with disabilities.
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Smith, Allison. "The Counternarrative of Teacher Evaluation: The Kangaroo Court, the Salem Witch Trials, and the Scarlett Letter." Education Sciences 9, no. 2 (June 18, 2019): 147. http://dx.doi.org/10.3390/educsci9020147.
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The purpose of this sequential transformative study was to elucidate the negative experiences of teachers with performance evaluations and to juxtapose the intended use of current popular teacher evaluation reform movements to the evident implementation. One may quickly assume that negative experiences with evaluation are a result of unsatisfactory teaching practices. However, this may not accurately explain the negative experiences. This study focused on the negative experience of teacher evaluation to provide a broader understanding of the impact of new evaluation policy reform on student achievement and teacher quality. With a paucity of previous research focused on the negative impacts of teacher evaluation, this study addressed the following questions: (1) How does the Peer Assistance and Review (PAR) teacher evaluation process negatively impact teachers? (2) What, if any, parallel traits exist among those teachers who had negative experiences with the PAR evaluation system? and, (3) How does the intended use of the PAR teacher evaluation process compare to the evident use of PAR? Data revealed dissonance among intent and evident use of the evaluation policy. A disproportionate number of African Americans, women over the age of 55, and teachers higher on the pay scale were referred to PAR. Vague policy language was suggested as the impetus for misuse, abuse, and biased implementation at the local level. This study suggests that policymakers and school district officials take heed of multiple perspectives and consider the negative impacts of teacher evaluation reform. Evaluation systems that prioritize teacher learning over accountability are integral to successfully improving student achievement.
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Ahmed Abdullah, Nauman, and Munawar Sultana Mirza. "Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan." International Review of Research in Open and Distributed Learning 21, no. 2 (April 8, 2020): 81–97. http://dx.doi.org/10.19173/irrodl.v21i2.4606.
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In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual University of Pakistan (VU), an online university, offers pre-service teacher education programs. This research is an investigation into the learning opportunities and practices of VU student teachers in their teaching practice modules. Students enrolled in different teacher education programs served as the population of this study. Those in the fall 2018 semester who were enrolled in teaching practice modules were selected as a sample. Data sources included lesson plans prepared, lessons delivered, administrative and co-curricular duties performed by the students, as well as evaluation reports by supervisors, cooperating teachers, and school principals. There were improvements in the student teachers’ lesson plan formation and their overall learning. Data obtained through personal visits by VU faculty was used to verify and assess actual classroom teaching. Lack of regular attendance and punctuality by student teachers was observed as a result. Internal review of the VU system as it relates to the teaching practice modules was conducted to address any shortcomings in the course(s), its procedures, and its controls. Recommendations for improving the system, such as grading the modules, peer-assessment, and orientation workshops for student teachers are provided, as well as suggestions for developments in the teaching practice modules themselves.
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Rosyada, Nur Sabila. "TRANSFORMATIONAL LEADERSHIP OF PRINCIPAL IN INCREASING ACADEMIC ACHIEVEMENT OF STUDENTS AT SENIOR HIGH SCHOOL IN YOGYAKARTA." Jurnal Khazanah Intelektual 4, no. 3 (January 28, 2021): 910–31. http://dx.doi.org/10.37250/newkiki.v4i3.80.
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The purpose of this study is to identify the principal's perspective on student academic achievement and the strategies carried out in the principal's transformational leadership to improve student academic achievement.This research conducted by qualitative research with research subjects from the principal, vice principal, teachers and students. Data collection techniques used in-depth interviews, documentation and observation studies. Test the validity of the data used source triangulation techniques. Data analysis techniques used qualitative data analysis.The results indicated that the principal had a goal to improve student academic achievement. Student academic achievement is focused on increasing national exam scores and the number of graduates entering tertiary institutions. The principal conducts a number of strategies to improve student academic achievement, including: conducting joint evaluations with school stakeholders to help shape the vision and mission of the school, the principal facilitating the teacher to attend workshops and training, the principal prepares an IT (Information and Technology) consultant or laboratory assistant to help teachers implement internet-based learning, principals provide opportunities for teachers to become resource persons at workshops or training, principals make regulations for teachers to play an active role in MGMP (Subject Teachers' Consultation), Principals involve parents in the process of formulating tutoring and evaluation of learning outcomes, principals collaborate with various figures and experts in various fields to be a resource in a cultural workshop program, Hold a tutoring program at the 0th hour for grade 11, tutoring class 12, tutoring on Saturdays, giving In the form of a free learning program, the school principal addresses the administrative problems of teachers through the MGMP, and the school principal conducts an evaluation workshop every semester. All strategies undertaken by the principal aim to improve student academic achievement.
Keywords: Transformational Leadership, Principals and Academic Achievement of students.
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Inglis, Bill, Peter Cope, Jim McNally, and Ian Stronach. "Student and probationary teachers’ evaluation of a concurrent teacher education programme." Evaluation & Research in Education 9, no. 3 (January 1995): 121–34. http://dx.doi.org/10.1080/09500799509533381.
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Joong, Yee Han Peter, Glen Mangali, Arnulfo R. Reganit, and Barry Swan. "Understanding the Ecologies of Education Reforms: Comparing the Perceptions of Secondary Teachers and Students in the Philippines." International Journal of Educational Reform 28, no. 3 (July 2019): 278–302. http://dx.doi.org/10.1177/1056787919857257.
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This study examines how secondary school teachers have implemented educational reforms in the Philippines. Data sources were surveys for sample teachers and students in 20 schools on how often a teaching or evaluation strategy was used in various courses. The study concluded that most teachers were able to adopt most of the reforms. Even though teacher-directed lessons still dominated, there were sufficient student-centered lessons. Tests, exams, and performance tasks were used for evaluations. However, classroom management needs increased attention. More resources and professional development are needed. Policymakers and educators in all jurisdictions can learn from the reform efforts.
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Şimşekli, Yeter, Dilek Zeren Özer, and Sema Nur Güngör. "The Views of Pre-Service Teachers Regarding the Effectiveness of Peer Assisted Learning Method in the Science and Technology Laboratory Practices Course." Journal of Education and Training Studies 5, no. 12 (November 28, 2017): 211. http://dx.doi.org/10.11114/jets.v5i12.2750.
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The purpose of this study is to show the views of pre-service teachers about peer-assisted learning method which is a common practice. The peer student group of the research sample (N:40) consisted of 2nd grade pre-service primary teachers attending the Uludag University Faculty of Education during the 2010-2011 academic year and taking the Science and Technology Laboratory Practices course. The peer teacher group (N:10), on the other hand, consisted of 3rd grade pre-service science teachers attending the same faculty and taking the Community Service Practices course. The peer teachers assisted the peer students in the Science and Technology Laboratory Practices course for 10 weeks. This a phenomenological research, which is a qualitative research method. The Peer Teacher Evaluation Form and the Peer Student Evaluation Form, which included 6 open-ended questions, were used for the/our data collection. The data were analyzed through content analysis. It was concluded that peer-assisted learning method makes the Science and Technology Laboratory Practices course more effective, benefits peer teachers and peer students, and contributes to group work.
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Milanowski, Anthony. "Lower Performance Evaluation Practice Ratings for Teachers of Disadvantaged Students." AERA Open 3, no. 1 (January 2017): 233285841668555. http://dx.doi.org/10.1177/2332858416685550.
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Value-added estimates of teachers’ contributions to student achievement have been criticized for bias relating to the sorting of students to classrooms. More recently, research has raised the possibility that sorting leads to differences in practice evaluation ratings between teachers of more or less disadvantaged and/or higher- and lower-achieving students. Adjusting observation ratings for the relevant characteristics of teachers’ classrooms has been proposed as a remedy, analogous to how value-added teacher effectiveness estimates are developed. However, the appropriateness of adjustment depends on the cause of observed differences in average ratings and the use of the ratings. Potential causes include rater bias rubric deficiency, differences in teacher skills and beliefs, and true differences in difficulty of teaching groups of students. The appropriateness of adjustment given these causes and typical uses of the ratings is discussed as well as research needed to identify the influence of the causes.
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Johnson, Kelly Gomez. "Instructional Coaching Implementation." Journal of School Administration Research and Development 1, no. 2 (December 10, 2016): 37–40. http://dx.doi.org/10.32674/jsard.v1i2.1917.
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As school leaders, 21st-century school administrators are in the spotlight for their role in promoting an environment of academic achievement. Along with organizing and planning for the fundamental workings of their staff, students, activities, and building, administrators are expected to encompass numerous roles. In fact, two primary, yet conflicting activities expected from school administrators are leading and managing (Hall & Simeral, 2008). At the intersection of these primary activities is the evaluation and development of teachers as a means to improve student learning. While the management of formal teacher evaluations and observations is important for ensuring teacher accountability and quality, administrators are also needed to use evaluation data along with student achievement data to improve teacher practice.
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Mahardika, Bagus. "PENERAPAN METODE PENILAIAN BERBASIS PORTOFOLIO DALAM MENINGKATKAN PEMBELAJARAN BAHASA INDONESIA." Elementary: Jurnal Ilmiah Pendidikan Dasar 4, no. 1 (June 5, 2018): 33. http://dx.doi.org/10.32332/elementary.v4i1.1030.
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Assessment is one of the important stages in the learning process of Indonesia because through the assessment of teachers to know the extent to which the learning objectives have been achieved. Assessment can be done through measurement (quantitative description) and / or through non-measurement (qualitative description). When teachers collect information on students' level of understanding through questions, observations, and assignments the teacher actually has conducted a non-measurement evaluation. The activity of the teacher is very useful in determining the level of mastery of students and in assessing the effectiveness of the learning process. Accurate information about student learning outcomes, interests and needs can only be obtained through effective assessment and assessment. The current assessment is a portfolio assessment that has many benefits for both teachers and students. Portfolio assessment is broader than assessment through tests, as with portfolios, teachers can follow cognitive development, attitudes, interests and student activities related to math. Thus, teachers can utilize the portfolio in improving the quality of learning which in turn will improve the quality of student learning outcomes.
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Spasennikov, Valerii V., Galina V. Garbuzova, and Eraterina A. Ermakova. "Ergonomic support for the development of a graphic color scale for student assessment of teaching activities." Vestnik Yaroslavskogo gosudarstvennogo universiteta im. P. G. Demidova. Seriya gumanitarnye nauki 15, no. 1 (March 11, 2021): 110. http://dx.doi.org/10.18255/1996-5648-2021-1-110-119.
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A review of domestic and foreign studies related to the analysis of the role of teacher evaluation by students of higher education institutions is presented. It examines different approaches to building a profile of the levels of formation of competences of higher school teachers. The summary characteristics of professional - activity and personal-communicative qualities of teachers are obtained, taking into account the evaluation opinions of students. A method for developing a graphical color scale for student assessment of teaching activities is proposed.