Relevant bibliographies by topics / Teacher performance evaluation/teaching evaluation

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Academic literature on the topic 'Teacher performance evaluation/teaching evaluation'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Teacher performance evaluation/teaching evaluation"

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Peterson, Penelope L., and Michelle A. Comeaux. "Evaluating the Systems: Teachers’ Perspectives on Teacher Evaluation." Educational Evaluation and Policy Analysis 12, no. 1 (March 1990): 3–24. http://dx.doi.org/10.3102/01623737012001003.

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High school teachers (N = 48) in four schools in two districts in Florida and Wisconsin analyzed two behavioral teacher evaluation systems used in Florida (Florida Performance Measurement System [FPMS] and Teacher Assessment and Development System [TADS]), a Self-Evaluation Checklist, and an Alternative System designed to assess teachers’ reflection on practice. Overall, teachers rated the Alternative System most highly because they thought the system would facilitate professional growth by encouraging teachers to reflect on their teaching. However, Wisconsin teachers rated this system more highly than did Florida teachers, who rated TADS more favorably. Teachers’ ratings of TADS were significantly related to their agreement with a teaching effectiveness perspective, and Florida and Wisconsin teachers differed in their agreement with this perspective. Comparisons of teachers’ judgments who had actually used particular systems with those who had not showed the importance of considering the context as well as the content of evaluation systems.
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Margolis, A. A. "Teacher Performance Evaluation: A Review of Best Foreign Practices." Психологическая наука и образование 24, no. 1 (2019): 5–30. http://dx.doi.org/10.17759/pse.2019240101.

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The paper provides a review of modern foreign systems of evaluating teaching skills and teacher performance. It is argued that the evaluation of professional activities in teachers becomes an effective tool of performance improvement only in the context of professional growth and continuing education. The paper outlines the typology of teacher evaluation forms according to the aims and tasks; normative grounds; tools employed; subject of evaluation. The following key international studies on effective teacher evaluation methods are analysed: ETC (2008), The Sutton Trust (2013), MET (2009-2013).The paper describes the best practices in teacher performance assessment for future teachers (graduates of teacher training programmes) developed within EdTPA, PPAT, TAA, MCTE.Also, the paper addresses the issue of teacher certification on the basis of professional standards such as NBPTS (1987) and APST (2013).Finally, some recommendations are given on how to evaluate teacher performance in the context of the establishment of the national system of teacher growth in the Russian Federation.
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JOHANES, Johanes. "IMPLEMENTATION OF TEACHER PERFORMANCE EVALUATION (A CASE STUDY AT MAHABODHI PRIMARY SCHOOL)." JKP | Jurnal Kepemimpinan Pendidikan 2, no. 2 (December 5, 2019): 238–47. http://dx.doi.org/10.22236/jkpuhamka.v2i2.4847.

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Human resources have an increasingly important position in the state of dynamic society, especially in the current society condition, which is oriented towards professional work. On the other hand, at this time Indonesia has entered the era of globalization, which requires competent and qualified human resources in their respective fields. One of the elements of creating human natural resources is the teacher, so it is deemed necessary to have competent and qualified teachers in an education setting. The success of an education organization is very much determined by the readiness of the teachers in preparing their students through teaching and learning activities. Thus, the purpose of this study was aimed to determine the implementation of teacher performance evaluations at SD Mahabodhi Jakarta. Qualitative research methods were used to describe the implementation of teacher performance evaluation programs. The results showed that the performance and quality of a teacher increases with the implementation of performance management according to the prescribed standards. The performance evaluation program refers to management principles which includes four components, namely (1) Planning performance evaluation, (2) Organizing performance evaluations, (3) Implementation of performance evaluation, (4) Supervision of teacher performance evaluation. Thus, it can be concluded that the teacher performance evaluation program can improve teacher performance and quality.
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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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Haertel, Edward. "The Valid Use of Student Performance Measures for Teacher Evaluation." Educational Evaluation and Policy Analysis 8, no. 1 (March 1986): 45–60. http://dx.doi.org/10.3102/01623737008001045.

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Student achievement test scores appear promising as indicators of teacher performance, but their use carries significant risks. Inappropriate tests improperly used may encourage undesirable shifts in curricular focus or poor teaching practices, and may unfairly favor teachers of more able classes. It is often said that standardized achievement test batteries are unsuitable for teacher evaluation, but few systematic alternatives have been suggested. The purposes of this paper are to analyze some problems in using student test scores to evaluate teachers and to propose an achievement-based model for teacher evaluation that is effective, affordable, fair, legally defensible, and politically acceptable. The system is designed only for detecting and documenting poor teacher performance; rewarding excellence in teaching is viewed as a separate problem, and is not addressed in this paper. In addition to pretesting and statistical adjustments for student aptitude differences, the proposed system relies upon attendance data and portfolios of student work to distinguish alternative explanations for poor test scores. While no single set of procedures can eliminate all errors, the proposed system, if carefully implemented, could expose teaching to constructive scrutiny, organize objective information about teaching adequacy, and help to guide its improvement.
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Hajar, Encik Abdul, and Mukhneri Mukhtar. "EVALUATION OF TEACHER PERFORMANCE APPRAISAL PROGRAM." Journal of Education Research in Administration and Management (JERAM) 1, no. 1 (January 16, 2017): 11. http://dx.doi.org/10.29061/jeram.v1i1.16.

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This study is aimed to evaluate the implementation of teacher performance appraisal program in Tanjungpinang City. This study is a qualitative research, using CIPP model.The results of this study concluded about the implementation of teacher performance appraisal program in accordance with the evaluation criteria. Generally the teacher performance appraisal program in junior high schools in Tanjungpinang City was designed well as a quality control system of teaching and learning activity in class. However, this study shows some findings about the implementation of teacher performance appraisal program that do not meet the evaluation criteria.
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Liu, Yu. "Evaluation Algorithm of Teaching Work Quality in Colleges and Universities Based on Deep Denoising Autoencoder Network." Mobile Information Systems 2021 (July 28, 2021): 1–7. http://dx.doi.org/10.1155/2021/8161985.

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One of the most significant components of the teaching department’s evaluation of teaching quality is evaluating teachers’ performance. With the acceleration of educational informatization, modern information processing technology can be used effectively to evaluate teachers’ teaching quality in traditional teaching. In this context, combined with some computational intelligence algorithms, it is critical to developing a targeted teaching quality evaluation system. This paper studies teacher teaching evaluation’s characteristics and existing problems and analyzes the fundamental theories and methods of teacher teaching evaluation in colleges and universities. A novel combination of deep denoising autoencoder and support vector machine was proposed for evaluating teacher’s teaching quality. Moreover, support vector regression is used to predict the model’s output layer to achieve supervised assessment prediction. To capture the data’s key properties, the model comprises numerous hidden layers and conducts various feature transformations during unsupervised training to minimize the mean square error between the reconstructed output data and the original input data. As a result, the proposed model achieved the highest recognition accuracy of 85.23% and convergence compared to other models. Thus, the method can be employed to evaluate and forecast the quality of university teaching activity successfully.
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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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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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Amin, Md Shoheilul, Ismail Khan, Md Humayun Kabir Talukder, and Jamil Ahsan Ansary. "Teacher’s Opinion Regarding Potential use and Misuse of Teachers’ Evaluation in Undergraduate Dental Education." Bangladesh Journal of Medical Education 9, no. 2 (November 28, 2018): 24–26. http://dx.doi.org/10.3329/bjme.v9i2.39002.

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Teachers' evaluation in our country is yet to be started. But in many countries of the world it has been adopted a long time ago. It not only affects the teaching process but also motivate teachers for self-development. It is a series of activities and actions that are interconnected and relate to a specific purpose. In the last two decades, the importance of teaching evaluation has been emphasized in higher education. Many medical and dental schools have searched for ways to effectively and constructively evaluate performances of their faculty members. This cross-sectional descriptive study conducted among the teachers of public & private dental colleges adopting convenience sampling. Study revealed that teacher evaluation can improve teacher's teaching ability (94.1%), it can be used to assessing training need of the teacher (94.1%), it can protect students from incompetent teachers (91.2%), it can be used for promoting teachers (91.2%), it can also help to monitor the performances of teacher by administrators (88.2%), The most common sources of evaluation data have been students, peers, and teachers themselves. Teacher evaluation is often designed to serve two purposes- to measure teacher competence and to foster professional development and growth. A teacher evaluation system give teachers useful feedback on classroom needs, the opportunity to learn new teaching techniques, and counsel from principals and other teachers on how to make changes in their classrooms. The goal of any effective evaluation process must be growth of good teacher.Bangladesh Journal of Medical Education Vol.9(2) 2018: 24-26
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Dissertations / Theses on the topic "Teacher performance evaluation/teaching evaluation"

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Argotsinger, Jamie A. "Components of performance-based teacher evaluation systems related to teacher growth : a case study /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060087.

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Morton, Jordan. "Perceptions of Completers of a Four-Task Teaching Performance Assessment." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2672.

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In California, 55 teacher preparation programs have embedded a standardized four-task teaching performance assessment (CalTPA) as a requirement for initial teacher licensure. Guided by the frameworks of transactional experience and the theory of formative assessment, this phenomenological study addressed the meaning and role ascribed to the CalTPA by those who complete it. Research questions examined participants' perceptions of their CalTPA experience with respect to preparation, completion of the tasks, feedback, remediation, activities between tasks, and overall experience Data were collected through 3 semi-structured interviews of 8 participants who had successfully completed the CalTPA tasks, chosen by reputational case selection from 1 teacher preparation program. Data were coded for elements of process and overarching themes using inductive descriptive coding in 2 cycles, beginning with discrete codes and then grouping those into themes. Results indicated that the CalTPA played a significant role in the development of completers. Themes included common process elements, emotions, perceptions of tasks, key success factors, and overall influence of the experience. Implications for positive social change include informing stakeholders in teacher preparation programs on best policies and practices to support the development of pre-service teachers into effective in-service teachers, whose future students will benefit from improved educational quality.
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Rasul, Nafees H. "Elementary Principals' Perceptions of Special Education Teachers' Performance Evaluation Process." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5255.

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Evidence suggests that current special education teacher evaluation systems may not accurately reflect these teachers' unique duties and responsibilities. In a Midwestern, urban school district, the teacher evaluation system was not adequately aligned with the performance expectations of special education teachers. Guided by Danielson's framework for teaching, this qualitative case study explored elementary school principals' perceptions of teacher evaluation approaches, perceived effectiveness of these approaches, applications of key indicators of teaching quality, and barriers preventing accurate evaluations of special education teachers' performance. An online survey comprised of closed- and open-ended questions was distributed to 445 principals in the district with 97 responding. Descriptive analysis of closed-ended items indicated 70% of respondents perceived current evaluation methods to be insufficiently differentiated for special education teachers' roles and 90% reported a need for additional measures of effectiveness to be used. Thematic analysis of open-ended survey responses confirmed the need for differentiated evaluation approaches to address a misalignment of key effectiveness indicators for special education teachers and revealed barriers to accurate evaluation including resource constraints. In response to these findings, a position paper with policy recommendation prescribed the revision of the current teacher evaluation practices to address the unique roles of special education teachers. Refining special education teacher evaluation practices may contribute to positive social change by aligning the evaluation process with special education teachers' duties and responsibilities, thereby improving teacher performance and potentially increasing student achievement over time.
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Chan, Ka-yun, and 陳加恩. "Teacher appraisal in Hong Kong secondary schools: criteria used in judging teacher performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957018.

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

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The purposes of this research were to: (a) assess community college students' perceptions of the student evaluation practice; (b) assess community college faculty members' responses to student evaluations of teachers and the extent to which instructional modifications resulted from student ratings; and (c) assess community college administrators' responses to student evaluations of teachers, the extent student ratings influenced administrators' evaluations of faculty, and how the results from student ratings were used to promote instructional effectiveness. A total of 358 students, faculty, and administrators from 5 Florida community colleges contributed their opinions on the value of the practice of student evaluation of teaching. Data were collected using mixed methodology. The survey and interview sessions were conducted on location at the respective community colleges. Descriptive statistics, correlation and regression procedures, one-way analysis of variance, t-test, and phenomenological analysis were used to analyze the data. Quantitative results indicated that these 320 community college students believed that student ratings had value, and, thus their role as instructor evaluator was important. Furthermore, the students believed student evaluations were important to faculty and administrators. However, most students were either unaware or did not believe that student evaluations had any effect. Phenomenological analysis of the extensive descriptions provided by 21 faculty participants suggested that the numeric data provided by student evaluations was generally an ineffective method to impact instruction. Faculty described their frustration with inadequately designed instruments, ineffective methods of receiving ratings results, and limited or non-existent feedback from supervisors. Phenomenological analysis of the 17 administrators' transcriptions suggested that although the student ratings practice was vital to institutional integrity the results from student evaluations were marginally valuable in their impact on enhancing instruction and of limited value in faculty evaluation. Implications for student evaluation practices drawn from this study included the need for institutions to: (a) assess the value of their student evaluation practice and its impact on teaching effectiveness; (b) define and clearly articulate a statement of purpose for conducting student evaluations; (c) refine procedures for administering the student evaluation practice; (d) examine their student evaluation practices and instrument on a regular review cycle; (e) adopt alternative methods for collecting and disseminating student feedback; (f) implement student evaluation measures that reflect the varied teaching approaches and diverse learning environments.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Mitsuo, Sadayuki. "A JAPANESE COLT: ANALYZING TEACHING PERFORMANCE IN A JUNIOR HIGH SCHOOL PRACTICUM." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/82910.

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CITE/Language Art
Ed.D.
The two main purposes of this study were to create a systematic observation instrument in order to obtain clearer and more specific feedback from junior high school teachers about student teachers' teaching performances during their practicum, and to provide a way for junior college, university teachers, student teachers, and practicum supervisors to observe student teachers' teaching and then to communicate their observations more effectively with one another. The participants were 57 student teachers, 19 college teachers, and 28 junior high school teachers. Four instruments were used: a written consent form, a questionnaire about 15 teaching skills (The Teaching Skill Questionnaire), a 60-minute videotape with a checklist (The Japanese COLT), and a 42-item questionnaire (The Student Teachers' Videotaped Instruction). The study produced four major findings. First, by using the Japanese COLT (Communicative Orientation of Language Teaching Observation scheme), the three groups of raters (student teachers, college teachers, practicum supervisor) identified four specific problems with individual student teacher's teaching. They (a) explained new sentence patterns without interacting with the students, (b) asked fewer questions than expected, (c) had the students practice reading for a shorter time than expected, and (d) provided few opportunities for the students to speak in Japanese or English, and spoke Japanese more than necessary. The second finding was that the student teachers differed from the older teacher groups in their views of specific teaching skills because of their limited teaching experience and lower English proficiency. The third finding was that the three groups of raters perceived the student teachers' teaching on the videotape similarly. The fourth finding indicated that there was no statistically significant difference in the three groups' views of the teaching techniques used by the student teachers; however, a statistically significant difference was found for the three groups' evaluations of the student teachers' teaching. The Japanese COLT was a useful instrument for assessing the student teachers' classroom performances, as it provided more specific feedback to the student teachers, and allowed the three groups to share their viewpoints more effectively.
Temple University--Theses
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Tucker, Robert L. "The relationship among the variables of classroom teaching performance, school and teacher demographics, principal instructional leadership in teacher evaluation, and teacher turnover in elementary schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1990. http://digitalcommons.auctr.edu/dissertations/1644.

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Purpose The purpose of the study was to determine if teacher turnover in elementary grades could be predicted by classroom teaching performance scores, teacher perceptions of principal instructional leadership in the evaluation process, and selected school and teacher demographic variables. Methods and Procedures The sample for this study consisted of 256 teachers, 128 departing teachers and 128 remaining teachers in 20 elementary schools with the highest turnover ratios in the DeKalb County School System. Data on the teachers' classroom teaching performance were collected from Georgia's annual teacher evaluation process on the Teacher Performance Assessment Instruments (TPAI) and Georgia Teacher Observation Instrument (GTOI). In addition, the teachers provided selected demographic data on their perceptions of principals instructional leadership in teacher evaluation by completing a 54-item questionnaire that was designed by the researcher. Correlation analysis, factor analysis, and regression analysis were used to analyze the data. Null hypotheses were rejected at the p :- .05 level of confidence. Results An analysis of the data indicated that classroom teaching performance scores and teacher race were factors which were significantly related to teacher turnover. Teacher age, experience, education, travel distance, and place of residence were significantly related to teacher turnover in the Pearson productmoment correlational analysis. However, when these variables were interacting simultaneously, with teacher race and classroom teaching performance scores on teacher turnover, their separate effects were small and insignificant as compared to the more dominant effects of race and classroom teaching performance scores.
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Nunes, Regina da Conceição Perdiz. "O Relatório de Autoavaliação do Desempenho Docente: crenças, sentimentos e comportamentos." Master's thesis, [s.n.], 2014. http://hdl.handle.net/10284/4299.

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Dissertação apresentada à Universidade Fernando Pessoa, como parte dos requisitos para a obtenção do Grau de Mestre em Docência e Gestão da Educação, especialização em Administração Escolar e Educacional
A presente investigação foca a autoavaliação do desempenho docente, através do relatório de autoavaliação, no âmbito da avaliação do desempenho docente, de acordo com o Decreto Regulamentar nº26/2012 de 21 de fevereiro. O objectivo fundamental do estudo foi investigar as crenças, os sentimentos e os comportamentos dos docentes face ao relatório de autoavaliação. Para o efeito foram consideradas algumas variáveis sociodemográficas (idade, género, tempo de serviço, habilitações académicas e situação profissional). Para alcançar os objectivos traçados foi seguida uma metodologia de investigação quantitativa com a utilização de um inquérito por questionário aplicado numa escola secundária da região de Lisboa. Os resultados mostram que as variáveis sociodemográficas consideradas não influenciam as crenças, sentimentos e os comportamentos face ao relatório de autoavaliação. Apenas a nível das crenças, no que diz respeito ao género e, ainda, ao nível dos sentimentos de acordo com tempo de serviço, se verificam diferenças estatisticamente significativas. Com a presente investigação cria-se uma oportunidade de reflexão, análise, debate e quem sabe de mudança, face à autoavaliação de desempenho docente em especial no que diz respeito ao relatório de autoavaliação.
The present study on the teacher performance self-evaluation through the self-evaluation report in the context of the teaching performance, according to Decree-Rule n. 26/2012 to February 21. The main aim of this study was to investigate the beliefs, feelings and behaviors of teachers towards the self-evaluation report. For this purpose, some socio-demographic variables were considered (age, gender and length of service, qualifications and professional status). In order to achieve the outlined goals, it was followed a quantitative research methodology with the use of an enquiry applied in a secondary school nearby Lisbon. The reached results show us that the socio-demographic variables considered don´t influence the beliefs, feelings and behaviors regarding the self-evaluation report. Except for variables related do gender and feelings according to the length of service, we can check statistically significant differences. With this study we create an opportunity of reflection, analysis, discussion and who knows, an opportunity of a possible change towards the teaching self-evaluation performance and in particular to what concerns the self-evaluation report.
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Cronje, Standford Ebraim. "An individualized performance appraisal system for academic staff at Peninsula Technikon." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52111.

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Thesis (MPhil)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: Higher education depends heavily on government funding, yet the tendency in both industrial and developing countries is one towards a decrease in budget allocation for the maintenance or improvement of higher education. At the same time institutions of higher learning are increasingly required to give account of that performance. Higher Education institutions will have to explore avenues of raising revenue other than government funding. Decisions with regard to promotion and salary increases, which form a substantial part of the expenditure on the institutional budget, must therefore be based on justifiable grounds if these institutions are to remain viable. It is for this reason that performance appraisal of academic staff assumes increasing significance. This study addresses the aspect of introducing an individualised performance appraisal system for academic staff. The research is in the format of a literature review of performance appraisal in higher education followed by a questionnaire survey and interviews among academic staff at an institution of higher learning. The questionnaire survey and interviews prove that performance appraisal for academic staff is necessary. According to the interviews there is, however, not substantive support for an individualised performance appraisal system for academic staff. In view of the support for performance appraisal elicited by the questionnaire survey, however, the research recommends that an individualised performance appraisal system be introduced for academic staff on an experimental basis, and that the research goal be subjected to further research in a more extensive manner by taking a bigger sample and employing different research methods.
AFRIKAANSE OPSOMMING: Die hedendaagse tendens in hoër onderwys dui op 'n vermindering van finansiële ondersteuning deur die owerheid aan instellings vir hoër onderwys, ten spyte daarvan dat sodanige instellings hoofsaaklik aangewese is op die owerheid vir befondsing vir die handhawing, of selfs verbetering, van hoër onderwys. Terselfdertyd word daar groter verantwoording van instellings vir hoër onderwys vereis. Instellings van hoër onderwys sal ernstige oorweging daaraan moet skenk om ander inkomstebronne as staatsbefondsing te bekom, ten einde die befondsing deur die owerheid aan te vul. Bevordering en salarisverhogings vorm 'n groot deel van die uitgawes op die begroting van die instelling. Besluite in hierdie verband behoort derhalwe geneem te word op gesonde grondslae. Dit is om hierdie rede dat prestasieboordeling van doserende personeel toenemende belangrikheid aanneem. Hierdie navorsmg fokus _ op die instelling van 'n geïndividualiseerde prestasiebeoordelingstelsel vir doserende personeel. Die navorsing is in die formaat van 'n literatuurstudie van prestasiebeoordeling in hoër onderwys, gevolg deur 'n vraelysondersoek en onderhoude met doserende personeel by 'n instelling vir hoër onderwys. Die vraelysondersoek en onderhoude bewys dat prestasiebeoordeling van doserende personeel wel nodig is. Daar is egter, volgens die onderhoude, onvoldoende steun vir 'n geïndividualiseerde stelsel van prestasiebeoordeling vir doserende personeel. In die lig van die ondersteuning vir prestasiebeoordeling soos blyk uit die vraelysondersoek, beveel die navorsing aan die instelling van 'n geïndividualiseerde prestasiebeoordelingstelsel vir doserende personeel op 'n proefbasis, en dat meer intensiewe navorsing ten opsigte van die navorsingsdoelwit gedoen word deur 'n groter steekproef te neem en verskillende navorsingsmetodes te gebruik.
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Tannenbaum, Joan. "The effects of teacher training in Madeline Hunter's instructional effectiveness model on teacher performance and selected student variables on the secondary school level." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/76171.

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

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

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Yuzdepski, I. Planning for an evaluation of teaching performance. Edmonton: Alberta Education, 1985.

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Yuzdepski, I. Planning for an evaluation of teaching performance. Edmonton: Planning Services Branch, Alberta Education, 1985.

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Yuzdepski, I. Planning for an evaluation of teaching performance. Edmonton, Alta: Alberta Education, 1985.

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

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

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Education, Ontario Ministry of. Teacher performance appraisal manual and approved forms and guidelines. Toronto, Ont: Ministry of Education, 2002.

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1934-, White John, and Philosophy of Education Society of Great Britain., eds. Performance, pay and professionals: Measuring the quality of teaching, a challenge to the government's proposals on teachers' pay. [Great Britain]: Philosophy of Education Society of Great Britain, 2000.

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C, Ory John, ed. Assessing faculty work: Enhancing individual and institutional performance. San Francisco: Jossey-Bass Publishers, 1994.

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Marshall, Kim. Rethinking teacher supervision and evaluation: How to work smart, build collaboration, and close the achievement gap. San Francisco: Jossey-Bass, 2009.

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Book chapters on the topic "Teacher performance evaluation/teaching evaluation"

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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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Kremer-Hayon, Lya. "Teaching Perceptions and Orientations: Criteria for Self-Evaluation." In Teacher Self-Evaluation, 79–113. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_5.

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Kremer-Hayon, Lya. "Quantitative Forms of Recording and Analyzing Teaching Processes." In Teacher Self-Evaluation, 147–69. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_8.

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Archer, Jeff, Kerri A. Kerr, and Robert C. Pianta. "Why Measure Effective Teaching." In Designing Teacher Evaluation Systems, 1–5. San Francisco: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119210856.ch1.

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Schultz, Susan E., and Raymond L. Pecheone. "Assessing Quality Teaching in Science." In Designing Teacher Evaluation Systems, 444–92. San Francisco: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119210856.ch14.

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Ferguson, Ronald F., and Charlotte Danielson. "How Framework for Teaching and Tripod 7Cs Evidence Distinguish Key Components of Effective Teaching." In Designing Teacher Evaluation Systems, 98–143. San Francisco: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119210856.ch4.

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

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

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Pianta, Robert, and Kerri A. Kerr. "Conclusion: Measuring Effective Teaching-The Future Starts Now." In Designing Teacher Evaluation Systems, 583–90. San Francisco: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119210856.oth1.

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Strike, Kenneth A. "Is Teaching a Profession: How Would We Know?" In Research-Based Teacher Evaluation, 91–117. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-011-3884-0_7.

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Conference papers on the topic "Teacher performance evaluation/teaching evaluation"

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Khairunnisa, Ratna, Nurul Hikmah, and Juan Ada’Komman. "Evaluation of Teacher Performance in Teaching and Learning Process." In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-2-2019.2289457.

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Coelho, Lia Alencar, and Marcelo Machado De Luca de Oliveira Ribeiro. "Student ratings to evaluate the teaching effectiveness: Factors should be considered." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9392.

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The study discusses the student ratings of a professor teaching sociology disciplines in different undergraduate courses. The data were obtained from questionnaires consisting of a series of inquiries about the discipline, focusing on how it fits in the curricular structure (discipline evaluation) and, also, on teacher’s performance (professor evaluation). A total of 480 students answered the questionnaire and, for each question they had a total of five possible answers: very poor (1 point), poor (2 points), fair (3 points), good (4 points) and excellent (5 points). Considering discipline and professor evaluations, students from Animal Science, Food Engineering and Veterinary Medicine courses consider "fair" the performance of the sociology professor. Regarding to the professor evaluation, the students of the three undergraduate courses considered the performance of the teacher "good". For discipline evaluation, the Animal Science and Veterinary Medicine students considered the discipline "fair" and the Food Engineering students considered the discipline "poor". The results obtained can serve as a basis for the design of a institutional evaluation system of teaching based on student ratings, however the evaluation of the discipline and the performance of the teacher must be considered separately.
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Gamarli, Saida, and Diana Ukleyn. "TEACHER ROLES IN CLASSROOM MANAGEMENT." In Proceedings of the XXVII International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25032021/7465.

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This paper deals with teacher roles in classroom management. It begins with two outlines used in teaching process. They concern the teacher, what they can do, and aspire to, and a discussion of classroom management techniques. The outlines are followed by an expansion of many of the points made. Classroom management is included in a course on ESP because most of students will, at some point in their lives, teach English in school. The material is based on our own personal experience of struggling to become a teacher, and our interaction with students and our colleagues. Teacher’s roles take account of teacher’s classroom language, teacher’s responsibilities, and the criticism and the evaluation of teacher’s performance. The teacher who makes great activation of his roles in classroom, tends to be the top and the most first factor that improves classroom management and enriches learners’ knowledge. Quantitative method has been chosen because it provides statistical data from English teachers using questionnaire. Factual information was collected and arranged in graphs. The results were analyzed and compared with previous studies. The participants’ responses provided supportive evidence and were fully consistent with this study
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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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Wan, Chao, and Feng Jin. "Research and Practice on the Teaching Performance Evaluation System of University Teachers." In 6th International Conference on Education Reform and Modern Management (ERMM 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210513.037.

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Jianjiang, Zheng, Zhang Zhongqiang, and Liu Yan. "Adaptability Performance Evaluation of University Teachers’ informatization Teaching based on Entropy Weight Bayesian Bethod." In 2019 IEEE 8th Joint International Information Technology and Artificial Intelligence Conference (ITAIC). IEEE, 2019. http://dx.doi.org/10.1109/itaic.2019.8785758.

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MARCONDES, FERNANDA Klein, Lais Tono Cardozo, Pamela Mello-Carpes, and Luis Henrique Montrezor. "Effect of an educational game on student´s learning: different approaches for evaluation." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5080.

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The aim of this work was to evaluate the effect of an educational game about cardiac cycle, used as replacing or complementing activity for traditional teaching methods, on the learning of physiology students by using different evaluation approaches. The comparisons were made between the grades obtained in pre- and post-tests applied before and after the use of the game, and between the number of correct answers of groups that performed an activity with the puzzle or had a lecture or reading, in the same or different careers. In all these approaches, the students who performed the activity with the educational game had a better performance in the assessment tests in comparison with those who did not use the educational game. This effect was observed when the puzzle replaced a lecture or reading activity and also when it was used as a complementary activity after a previous lecture. In conclusion, the results of the present study showed that one educational game used as active teaching-learning method can improve the students’ learning, and that its effect on student´s learning can be evaluated by different approaches by the teacher during the classroom routine.
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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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Cobos, Maximo, Miguel Arevalillo-Herráez, Esther De Ves, Sandra Roger, Miguel García-Pineda, Francisco Grimaldo, Ariadna Fuertes, et al. "Game-based learning supported by audience response tools: game proposals and preliminary assessment." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8044.

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The so-called game-based learning strategies are based on introducing games in the classrooms to improve aspects such as student performance, concentration and effort. Currently, they provide a very useful resource to increase the motivation of university students, generating a better atmosphere among peers and between student and teacher, which in turn is generally translated into better academic results. However, the design of games that successfully achieve the desired teaching-learning objectives is not a trivial task. This work focuses on the design of games that allow the assessment of ICT-related university subjects. Specifically, three different games are proposed, all based on student participation in teams. After undertaking a preliminary evaluation of the different games, and observing the results obtained in different subjects taught by different teachers, the advantages and disadvantages of each game are discussed. This preliminary study will thus serve as an starting point for a more exhaustive study on the designed games, by including an statistical analysis considering the time variable (results in different academic courses).
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Tomsikova, Katerina, Karel Tomsik, Lucie Smékalová, and Karel Nemejc. "Self-reflection of University Teachers at the Czech University of Life Sciences Prague." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.035.

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The aim of the paper is to evaluate teachers´ competences and their self-reflection in the teaching process. The topicality of the research presented in the paper is given by the fact that teachers at university level must prove excellent competences regardless external factors which affect the teaching process any time. Competence is the key qualified and professional job performance in any sector. The paper focuses on the competences of university teachers which they acquire and develop throughout their career. Attention is given to professionally and personality cultivating competences, part of which is also self-reflection. Self-reflection refers to a person’s ability of introspection and willingness to learn more about own abilities and skills. This will lead to a better ability to identify changes that may be required. The methodology consists in a research based on a questionnaire survey and statistical evaluation of gathered information. The paper gives an outline of the evaluation process at the Czech University of Life Sciences Prague (CZU), during which opinions of students and teachers about instruction were analysed, together with the fulfilment of selected university competences. The main body of the paper is dedicated to the statistical processing of selected data from the evaluation survey conducted by using the SPSS programme. The results indicate that there are significant deviations of teachers´ self-evaluation from the students´ opinion. The Institute of Education and Communication is going to offer courses in advanced competence development using techniques of self-reflection. This has a potential to enhance effectiveness of the teaching process at university level.
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Reports on the topic "Teacher performance evaluation/teaching evaluation"

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

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Peng, Wen-Jung, and Thomas Sally. Improving Educational Evaluation and Teacher Development: Using Value Added Measures of School Performance in China. Unknown, 2012. http://dx.doi.org/10.35648/20.500.12413/11781/ii152.

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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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