To see the other types of publications on this topic, follow the link: Teacher performance evaluation/teaching evaluation.
Journal articles on the topic 'Teacher performance evaluation/teaching evaluation'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Teacher performance evaluation/teaching evaluation.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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).
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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
10
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.
Full textAbstract:
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
11
Steinberg, Matthew P., and Matthew A. Kraft. "The Sensitivity of Teacher Performance Ratings to the Design of Teacher Evaluation Systems." Educational Researcher 46, no. 7 (August 24, 2017): 378–96. http://dx.doi.org/10.3102/0013189x17726752.
Full textAbstract:
In recent years, states and districts have responded to federal incentives and pressure to institute major reforms to their teacher evaluation systems. The passage of the Every Student Succeeds Act in 2015 now provides state policymakers with even greater autonomy to redesign existing evaluation systems. Yet, little evidence exists to inform decisions about two key system design features: teacher performance measure weights and performance ratings thresholds. Using data from the Measures of Effective Teaching study, we conduct simulation-based analyses that illustrate the critical role that performance measure weights and ratings thresholds play in determining teachers’ summative evaluation ratings and the distribution of teacher proficiency rates. These findings offer insights to policymakers and administrators as they refine and possibly remake teacher evaluation systems.
12
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.
Full textAbstract:
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.
13
Wasserman, Egoza, and Wieder Nurit. "The Implementation of Innovative Formative Evaluation Tools for the Novice Teacher." World Journal of Educational Research 3, no. 2 (August 12, 2016): 372. http://dx.doi.org/10.22158/wjer.v3n2p372.
Full textAbstract:
<p><em>As of the year 2010, every new teacher (novice) in the State of Israel must be subject in their first year of teaching to a series of uniform evaluations. This series includes a verbal formative evaluation in the first half of the school year which provides the novice teacher feedback on his educational and pedagogical performance and provides guidelines for the continuation of his work. For this reason it was decided to focus on formative evaluations in four areas to measure successful teaching: Role Perception and Professional Ethics, Field of Knowledge, Educational and Learning Processes, and Participation in the Professional Community.</em><em> </em><em>The purpose of this study is to examine the relationship between the tools of formative evaluations</em><em> </em><em>of novice teachers and their implementation in the field. The study was conducted using the Qualitative Approach. Sixty-four evaluators participated in the study. The findings of the study refer to only two of the four categories of evaluation tools: Educational and Learning Processes and Field of Knowledge.</em></p>
14
Weng, Sung-Shun, Yang Liu, and Yen-Ching Chuang. "Reform of Chinese Universities in the Context of Sustainable Development: Teacher Evaluation and Improvement Based on Hybrid Multiple Criteria Decision-Making Model." Sustainability 11, no. 19 (October 2, 2019): 5471. http://dx.doi.org/10.3390/su11195471.
Full textAbstract:
China is pushing universities to implement reforms in order to achieve the sustainable development goals, but with the development level of teachers becoming the key restricting factor. In this sense, teacher evaluation and improvement act as positive factors for China to achieve the 2030 sustainable development goals. Previous studies on teacher evaluation have usually assumed that the relationship between the evaluation criteria is independent, with the weights of each standard derived from this assumption. However, this assumption is often not in line with the actual situation. Decisions based on these studies are likely to waste resources and may negatively impact the efficiency and effectiveness of teachers’ sustainable development. This study developed an integrated model for the evaluation and improvement of teachers based on the official teacher evaluation criteria of China’s International Scholarly Exchange Curriculum (ISEC) programme and a multiple criteria decision-making methodology. First, a decision-making trial and a laboratory-based analytical network process were used to establish an influential network-relation diagram (INRD) and influential weights under ISEC standards. Next, an important performance analysis was used to integrate the weight and performance of each standard to produce a worst-performance criterion set for each university teacher. Finally, the worst performance set used an INRD to derive an improvement strategy with a cause–effect relationship for each teacher. This study chose a Chinese university that has implemented teaching reform for our case study. The results show that our developed model can assist decision-makers to improve their current evaluations of teachers and to provide a cause–effect improvement strategy for education reform committees and higher education institutions.
15
Fadli, Sofiansyah, and Khairul Imtihan. "Implementation of MOORA Method in Evaluating Work Performance of Honorary Teachers." SinkrOn 4, no. 1 (October 3, 2019): 128. http://dx.doi.org/10.33395/sinkron.v4i1.10192.
Full textAbstract:
Teachers posses an essential role in advancing schools and students. Therefore, the quality of teachers holds a significant aspect since their main tasks are to educate, teach, guide, direct, train, assess and evaluate students. That being said, having professional teachers and teaching staff is compulsory for schools in order to implement quality education processes. For this reason, schools always encourage improvement of teachers’ work performance and hence improve the quality of the management system of teaching staff by monitoring teachers’ work in implementing their tasks so that they can achieve the predetermined competency standards. Central Lombok Regency is one of the regencies in the Province of West Nusa Tenggara (NTB) with a total of 18 state high schools (SMAN) and a large number of honorary teachers. This study aims to develop a decision support system to facilitate the process of teacher performance evaluation using the MOORA method. Previously, the evaluation was performed manually based on direct observations by principals wherein they appointed potential teachers based on the evaluation criteria of honorary teacher performance. Such method is considered ineffective since it could cause internal conflicts among teachers and might cause some parties feel disadvantaged. To prevent this from happening, a system that can help in the process of evaluating teacher performance is necessary where the results can be used as references or recommendations for school principals. The first step taken is finding supporting data as mandated by The Minister of National Education Regulation No. 16 of 2007 on Academic Qualification Standards and Teacher Competency Standards. The criteria used in evaluating work performance of teachers are based on pedagogical, personality, social, and professional competence, with sub criteria. The data is then analyzed using (1) the Analytical Hierarchy Process (AHP) method to determine the weight of each competency, and (2) the Multi-Objective Optimization on the Basis of Ratio Analysis (MOORA) method to determine the highest alternative value or the highest performance value of honorary teachers based on a predetermined weight by processing the ranking. The ranking method is expected to be used as a solution in determining the honorary teacher who has the best performance based on the weight multiplication ranking of each criterion. The implementation of the decision support system using the AHP and MOORA methods can facilitate the process of evaluating the performance of honorary teachers so that the results can be adopted as a reference for school principals in providing recommendations for outstanding teachers who deserve to be promoted.
16
Hansen, Dion Rüsselbæk, and Ane Qvortrup. "Governance and Evaluation - consequences for teaching culture and teacher profession." Journal of Public Administration and Governance 3, no. 3 (October 5, 2013): 148. http://dx.doi.org/10.5296/jpag.v3i3.3962.
Full textAbstract:
This article examines, whether contemporary teaching culture and the teaching profession are being transformed as a result of demands for evaluation and visibility, and what the consequences of this may be. We identify dominant education policy discourses that impact teachers and teaching, following which we show how the concept of ‘quality assurance’ has shaped contemporary evaluation demands. The paper then argues that we must challenge existing worries that evaluation initiatives have instrumental and mechanical consequences for teaching practices. Inspired by existing research and building upon empirical studies of Danish educational practices (upper secondary schools and universities), we show that indirect, so-called performance paradoxes may occur. This is because the effort to make one thing visible, often renders other aspects difficult to access. From these considerations, we discuss, which impact evaluation and visibility demands may have on the teacher profession and teaching culture. The article only points out tendencies, wherefore, we argue the need for more knowledge about how various evaluation demands impact teaching practices.
17
Mintrop, Rick, Miguel Ordenes, Erin Coghlan, Laura Pryor, and Cristobal Madero. "Teacher Evaluation, Pay for Performance, and Learning Around Instruction: Between Dissonant Incentives and Resonant Procedures." Educational Administration Quarterly 54, no. 1 (March 1, 2017): 3–46. http://dx.doi.org/10.1177/0013161x17696558.
Full textAbstract:
Purpose: The study examines why the logic of a performance management system, supported by the federal Teacher Incentive Fund, might be faulty. It does this by exploring the nuances of the interplay between teaching evaluations as formative and summative, the use of procedures, tools, and artifacts obligated by the local Teacher Incentive Fund system, and bonus payments as extrinsic motivators. Research Methods: The study is a qualitative longitudinal study in three public charter schools that were selected as a presumably conducive environment for incentive-driven performance management. Eight rounds of semistructured interviews, 130 interviews, and 65 hours of meeting observations are the data for this study. Findings: In the three charter schools, the adoption period was characterized by consonance, the belief that the performance management system served valued purposes. In midlife, dissonance set in. Performance contingencies attached to both bonus and external evaluations were perceived as disconfirming the values of the schools. Incentives and status competition were largely rebuffed and relegated to the periphery. Once the power of incentives became latent, a period of resonance set in. Administrators and teachers came to interact with the two main artifacts, videos of lessons and the Summative Evaluation of Teaching observation tool, in ways that afforded new learning. Implications for Research and Practice: The study suggests that research insights can be gained when logics of complex performance management systems are disentangled and competing dynamics deliberately studied. Practically speaking, when schools try to maintain a rich collegial culture, incentives may crowd out the use of teaching evaluations for formative learning.
18
Rodríguez, Adriana Morales, Joan‐Lluís Capelleras, and Víctor M. Gimenez Garcia. "Teaching performance: determinants of the student assessment." Academia Revista Latinoamericana de Administración 27, no. 3 (November 3, 2014): 402–18. http://dx.doi.org/10.1108/arla-11-2013-0177.
Full textAbstract:
Purpose The purpose of this paper is to identify the nature and factors that influence student evaluation of the teaching performance of university teachers by integrating two areas of research: services marketing and higher education. Design/methodology/approach A set of hypotheses were developed taking into consideration customer (student), employee (teacher) and service (course) characteristics. They were then tested using data from 952 courses for a three‐year period and employing different multivariate techniques. Findings Students basically evaluate the expertise, attitude and behavior of teachers. The results also indicate that this evaluation is a complex phenomenon that depends on factors related to teacher, student and course profiles. Research limitations/implications Given the nature of the data used here, future studies should extend the scope of research to other institutions, examine quality from an objective standpoint and include teachers’ perceptions and the outcomes of their research activity. Practical implications Based on the results of this paper, the authors recommend the following: to permit teachers to teach the same courses repeatedly, allowing them to consolidate their practice; to provide training in teaching techniques and ethics; to pay particular attention to those students who move to another degree program; and to maintain an appropriate class size. Originality/value This study integrates two areas of research and proposes a wide range of service quality determinants in the context of higher education, including several factors that had not been previously considered.
19
Rahman, Andi. "LECTURERS' PERFORMANCE IN INCREASING OF LEARNING QUALITY THROUGH SELF-MONITORING EVALUATION." AL-ISHLAH: Jurnal Pendidikan 12, no. 2 (December 30, 2020): 492–501. http://dx.doi.org/10.35445/alishlah.v12i2.303.
Full textAbstract:
The research objective was to get the use of teachers’ self-monitoring strategies in conducting performance evaluations, so that the quality of learning in class becomes high quality. The research method used descriptive qualitative. Data collection techniques used observation and interviews. The data analysis technique consists of three stages, namely data reduction, data presentation, and drawing conclusions. The research was conducted at the Ahmad Dahlan Institute of Technology and Business Jakarta. The results showed that the teacher always evaluated the performance of the learning and teaching process on a regular basis, namely at the end of each semester. This is done to evaluate the overall learning outcomes. Meanwhile, learning evaluation is also carried out after each learning process by students’ input. The implication of the research results is the development of a teacher’s performance evaluation system at the University, either carried out by individual or university leaders
20
Gul Shaikh, Seema Gul, and Manya Tahir. "COMPARISON OF SELF-EVALUATED AND STUDENTS-REPORTED TEACHER’S EFFECTIVENESS OF MEDICAL TEACHERS: A CROSS SECTIONAL STUDY." Journal of University Medical & Dental College 11, no. 3 (October 1, 2020): 17–24. http://dx.doi.org/10.37723/jumdc.v11i3.409.
Full textAbstract:
ABSTRACT
BACKGROUND & OBJECTIVE: Opinions regarding student’s evaluation of faculty performance and use of formal feedback from students and/or lack of self-evaluation to improve their performance ranges widely. Keeping this under consideration, the present study was conducted to compare self-evaluated and students-reported teaching effectiveness of medical teachers.
METHODOLOGY: A cross sectional study was conducted in Islamic international Medical college Rawalpindi, of three months duration (10th September to 10th December, 2018), on a sample of one hundred medical students and twenty medical teachers. Teaching effectiveness was assessed using “Self-assessment Instrument for Teacher Evaluation (SITE)” and students rated “Evaluation of teaching performance (CEID)” questionnaires.
RESULTS: Teachers rated their teaching more effective with a mean score (M=111) than students (M= 109). The result was significant statistically.
CONCLUSION: Self-evaluated teaching effectiveness was rated higher than students reported teaching effectiveness.
21
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.
Full textAbstract:
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.
22
Chen, Chi Yuan, Shu-Yin Wang, and Yi-Fang Yang. "A Study of the Correlation of the Improvement of Teaching Evaluation Scores Based on Student Performance Grades." International Journal of Higher Education 6, no. 2 (April 19, 2017): 162. http://dx.doi.org/10.5430/ijhe.v6n2p162.
Full textAbstract:
The purpose of the study is to explore the influence of teaching evaluations on teachers in that they might try to please their students by giving higher grades in order to get higher teaching evaluation scores. To achieve this purpose, the study analyzed the correlations between teaching evaluation scores, student’s final grades and course fail rates, and it also examined whether students’ final scores and course fail rates are important predictors of teaching evaluation scores. The study used teaching evaluation scores and students’ final grades of the courses offered in the fall term of academic year 2014 and the spring term of academic year 2015 in one university in Taiwan as research samples. The results showed that both student’s final grades and course fail rates are predictors of teaching evaluation scores. There is a positive correlation between teaching evaluation scores and students’ final grades, and a negative correlation between teaching evaluation scores and course fail rates. Based on the findings, the study inferred that the implementation of teaching evaluations may influence teachers to give better grades and lower course requirements to please their students in order to get higher teaching evaluation scores.
23
Widodo, Singgih. "Teacher Self-Evaluation Models As Authentic Portfolio To Monitor Language Teachers' Performance." TEFLIN Journal - A publication on the teaching and learning of English 15, no. 1 (August 29, 2015): 91. http://dx.doi.org/10.15639/teflinjournal.v15i1/91-116.
Full textAbstract:
Many principals or heads of English departments usually use supervising checklists to monitor or evaluate their teachers' performance. As a matter of fact, teachers may not feel satisfied with the feedback they have got from their superiors. This paper aims at inspiring them with ideas of self learning to improve their own teaching performance for professional development. In this paper_ the writer would like to share his own experience as a principal and a head of the English department by exploring selfevaluation models to monitor language teachers' performance in the classroom. For this purpose, it is necessary to identify the needs of language teachers and later this teacher portfolio may also help principals or head of the department evaluate their teachers' performance.
24
Martínez, José Felipe, Jonathan Schweig, and Pete Goldschmidt. "Approaches for Combining Multiple Measures of Teacher Performance." Educational Evaluation and Policy Analysis 38, no. 4 (September 23, 2016): 738–56. http://dx.doi.org/10.3102/0162373716666166.
Full textAbstract:
A key question facing teacher evaluation systems is how to combine multiple measures of complex constructs into composite indicators of performance. We use data from the Measures of Effective Teaching (MET) study to investigate the measurement properties of composite indicators obtained under various conjunctive, disjunctive (or complementary), and weighted (or compensatory) models. We find that accuracy varies across models and cut-scores and that models with similar accuracy may yield different teacher classifications. Accuracy and consistency are greatest if composites are constructed to maximize reliability and lowest if they seek to optimally predict student test scores. We discuss the implications of the results for the validity of inferences about the performance of individual teachers, and more generally for the design of teacher evaluation systems.
25
Yarbrough, Cornelia, and Katia Madsen. "The Evaluation of Teaching in Choral Rehearsals." Journal of Research in Music Education 46, no. 4 (December 1998): 469–81. http://dx.doi.org/10.2307/3345344.
Full textAbstract:
Seven rehearsal excerpts demonstrating research-identified teaching skills were presented to university music majors ( N = 89) for ratings and comments. The excerpts focused on the conductor/teacher and were selected from previously taped choral rehearsals of two contrasting pieces across one complete semester. Numerical ratings from 1 to 10 were assigned by subjects to 10 categories of student and teacher behavior: time use, musicianship, accuracy of presentation, student attentiveness, student performance quality, enthusiasm, intensity, pacing, personality, and overall effectiveness. Comparisons of the characteristics of the highest-rated excerpt with the highest-rated showed that the highest-rated excerpt contained less off-task student behavior, a higher percentage of approvals, more eye contact, more activity changes, and that the average length of both teacher and student activities was from 5-6 seconds. Subjects' comments revealed that the highest-rated excerpt received the most positive comments and the lowest-rated received the most negative comments. For the highest-rated excerpt, the most positive comments were for student attentiveness, enthusiasm, pacing, and overall teaching effectiveness; and for the lowest-rated, the most negative comments were for student attentiveness, pacing, and overall teaching effectiveness.
26
Ubabuddin, Ubabuddin. "PELAKSANAAN SUPERVISI PEMBELAJARAN SEBAGAI UPAYA MENINGKATKAN TUGAS DAN PERAN GURU DALAM MENGAJAR." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 5, no. 1 (March 7, 2020): 102–18. http://dx.doi.org/10.31538/ndh.v5i1.512.
Full textAbstract:
One of the ways in which the teacher profession is developed is by conducting supervision. Supervision is all the efforts of school officials in leading teachers and other education personnel, to improve teaching, including stimulating, selecting the growth and development of teacher positions, selecting and revising educational goals, teaching materials, and teaching methods and teaching evaluation . Supervision in schools is carried out by the principal who acts as a supervisor, so he must be able to carry out a variety of supervision and control to improve teacher performance. The supervisor's role is to provide guidance, direction, and guidance for the teacher's teaching and learning process for improvement. These improvement steps are intended to make the teaching and learning process and the roles and tasks of the teacher more professional.
27
Bastian, Kevin C., David M. McCord, Julie T. Marks, and Dale Carpenter. "A Temperament for Teaching? Associations Between Personality Traits and Beginning Teacher Performance and Retention." AERA Open 3, no. 1 (January 2017): 233285841668476. http://dx.doi.org/10.1177/2332858416684764.
Full textAbstract:
The “greening” (i.e., inexperience) of the U.S. teacher workforce puts a premium on districts and schools hiring effective and persistent beginning teachers. Given the limitations of characteristics currently available at the time of hiring (e.g., academic ability, preparation type), we built off previous research in economics and psychology to investigate associations between personality traits and first-year teachers’ performance and retention in North Carolina public schools. Using the 5-factor model of personality, we find that conscientiousness is significantly associated with higher value-added estimates, higher evaluation ratings, and higher retention rates. Additionally, general self-efficacy, a subdomain of conscientiousness, is significantly associated with teacher value added and evaluation ratings. These conscientiousness results are consistent with a rich body of evidence connecting conscientiousness-related measures to employee performance and retention across professions, and they suggest that districts and schools should consider using personality trait measures, along with other valid indicators, as a way to improve teacher hiring decisions.
28
Nasr, Osman A. "A Proposed Web-based System to Evaluate the Performance of Course Learning Outcomes Based on Educational Process: By Using Ordinal Scale Approach." International Journal on Electrical Engineering and Informatics 12, no. 4 (December 31, 2020): 845–58. http://dx.doi.org/10.15676/ijeei.2020.12.4.9.
Full textAbstract:
This study aims to develop a web-based system that evaluates the teaching process based on the course learning outcomes. It includes the active involvement of both the course teacher and the enrolled students on the course. Usually, the teacher delivers the course contents by following the course specification and the course learning outcomes. Here, the teacher is a source of equipping students with all the necessary information about the course and the assessment policies. The students participate in the scheduled assessments, and the teacher evaluates students’ performances based on the course learning outcomes. Significantly, the presented study applies the ordinal scale method for evaluating the students’ performances in the conducted assessments. The students’ performances are measured, and the outcomes help the teacher understand the students' learned skills of the course. Further, the result of the measured outcomes uses for the program performance evaluation at the end of the academic cycle. The presented approach is easy to adapt for any academic course in higher education and enables an effective approach for performance evaluation.
29
John, Alexander, Teena Mary Joy, Nimitha Paul, Sumithra Unni, Suja Gopalakrishnan, and G. Anusha. "Effectiveness of an ‘abridged course in medical education technology’ based on students’ evaluation of the teachers’ performance." International Journal Of Community Medicine And Public Health 6, no. 1 (December 24, 2018): 418. http://dx.doi.org/10.18203/2394-6040.ijcmph20185267.
Full textAbstract:
Background: To sustain the standards of quality medical education, the faculty needs to be well trained in the medical education technologies, both traditional and innovative. Students are the real beneficiaries of all training programmes conducted for faculty development and they appreciate good teaching. Their involvement in all possible aspects of teaching and learning will go a long way in achieving the best outcomes. The objective of the study was to assess the effectiveness of an ‘Abridged course in Medical Education Technology’ for entry level teachers based on the students’ evaluation of the (teaching) performance of the teachers.Methods: An interventional study was carried out amongst 447 students, in which an educational intervention was done and the effectiveness of the ‘Abridged course’ was assessed. Teaching by the teacher trained through the ‘Abridged course’ formed the ‘intervention’ in the study. ‘Evaluation of the teaching performance’ by the students was the outcome studied.Results: The performance of teacher as assessed by the students had a higher mean score (61.28, SD 9.8) for residents who underwent training in medical education technology, as compared to other residents (56.81, SD 9.2) with a p-value of <0.001.Conclusions: This study highlights that an abridged course in teaching methodology for entry level medical teachers improves the quality of their teaching.
30
Rafiq, Shahid, and Shahzada Qaisar. "TEACHERS PERCEPTION ABOUT PROCESS OF TEACHER EVALUATION: A CASE STUDY OF A PRIVATE UNIVERSITY OF LAHORE." SEPTEMBER 37, no. 03 (September 20, 2021): 350–62. http://dx.doi.org/10.51380/gujr-37-03-09.
Full textAbstract:
The major premise of this research was to get the perception of university teachers about the process of teacher evaluation in one private university in Lahore. Focusing on the actual practices of teacher evaluation process (TEP), this paper attempts to get opinion of university teachers regarding the effectiveness of TEP. This research was quantitative in its nature in which a survey questionnaire was used to collect data. The population of the study included all the faculty members (both male and female) of the private sector university in Lahore. 150 faculty members were selected through simple random sampling from all faculties/departments of the sampled university. The data was analyzed on SPSS 21. Results were drawn from the interpretation of quantitative data. Results indicated that university teachers had very positive perceptions of the teacher evaluation process. The process of the teacher evaluation contributes to teachers teaching performance a lot.
31
Yates, Peggy A., Ritu V. Chopra, Emily E. Sobeck, Sarah N. Douglas, Stephanie Morano, Virginia L. Walker, and Rob Schulze. "Working With Paraeducators: Tools and Strategies for Planning, Performance Feedback, and Evaluation." Intervention in School and Clinic 56, no. 1 (March 24, 2020): 43–50. http://dx.doi.org/10.1177/1053451220910740.
Full textAbstract:
With continued emphasis on inclusive practices, paraeducators are increasingly relied upon as an integral part of instructional service delivery for students with disabilities. However, research consistently reveals that the effective use of paraeducators depends largely on teacher leadership and supervision. Currently, few teacher preparation programs offer meaningful coursework pertaining to managing paraeducators, leaving teachers unprepared for their supervisory role upon entering the field. Incorporating paraeducators into the instructional planning and delivery process requires that several considerations be made. This column shares several recommendations with teachers for designing, implementing, and evaluating the effectiveness of lesson plans that incorporate paraeducators in the inclusive setting. A lesson plan template is provided and discussed, and guidance is provided for teaching paraeducators evidence-based practices (EBPs) using behavioral skills training and supporting them in using EBPs during instruction.
32
Mohammadi, Mohammad. "Dimensions of Teacher Performance Evaluation by Students in Higher Education." Shanlax International Journal of Education 9, no. 2 (March 1, 2021): 18–25. http://dx.doi.org/10.34293/education.v9i2.3673.
Full textAbstract:
Evaluation is one of the important aspects of the process of educational activities. And by it, the shortcomings and strengths of educational programs are realized. In the meantime, the evaluation of the professor as an important strategy to improve the quality of education has been considered by universities. Therefore, higher education centers set criteria for determining the competence of their teacher and thereby evaluate their performance through a codified process. The purpose of this type of evaluation is to improve the teaching method and to improve its effectiveness. In this library research, by combining topics and presenting the views of scientists and writers, we will be aware of the strengths and weaknesses, and in the end, some suggestions will be provided.
33
Hussain, Mariam, Afifa Khanam, and Uzma Qureshi. "Development of a Teacher Evaluation Model for Private Schools of Punjab Province." Global Regional Review IV, no. II (June 30, 2019): 375–85. http://dx.doi.org/10.31703/grr.2019(iv-ii).40.
Full textAbstract:
This research discusses the inquiry of measuring teacher effectiveness at private sector schools. Explicitly, it explores how teachers performance evaluation can both reflect as well as predict teachers success, hence the study informs about teachers personnel decisions, their instructional enhancement, and professional development. This includes mentoring, training, and self-guided learning. The current study is premeditated using a mix-method with qual-quan order. It is an exploratory study based on a critical paradigm to evaluate the current IB teacher evaluation process and outputs and develop an indigenous model for corrective measures to improve the existing evaluation system. It explores the objectives, procedures, and consequences of teacher assessment policies and practices. The study has implications, for greater advantage for the quality of collaborative planning and teaching, using a newly developed model in the private sector of Punjab.
34
Campbell, Shanyce L., and Matthew Ronfeldt. "Observational Evaluation of Teachers: Measuring More Than We Bargained for?" American Educational Research Journal 55, no. 6 (June 7, 2018): 1233–67. http://dx.doi.org/10.3102/0002831218776216.
Full textAbstract:
Our secondary analysis of Measures of Effective Teaching data contributes to growing evidence that observation ratings, used as part of comprehensive teacher evaluation systems across the nation, may measure factors outside of a teacher’s performance or control. Specifically, men and teachers in classrooms with high concentrations of Black, Hispanic, male, and low-performing students receive significantly lower observation ratings. By using various methodological approaches and a subsample of teachers randomly assigned to classrooms, we demonstrate that these differences are unlikely due to actual differences in teacher quality. These results suggest that policymakers consider the unintended consequences of using observational ratings to evaluate teachers and consider ways to adjust ratings to ensure they are fair.
35
Li, Wenlu, and Yinghui Wang. "Research on the Performance Evaluation Model of Higher Education Teachers Based on the Improved Grey Clustering Analysis Method." International Journal of Emerging Technologies in Learning (iJET) 10, no. 8 (December 14, 2015): 46. http://dx.doi.org/10.3991/ijet.v10i8.5220.
Full textAbstract:
Effective performance evaluation of university teachers is supposed to guide teaching behaviors and teaching modes as well as improve teaching quality of higher education. In response to the complexity of performance evaluation of university teachers, this thesis proposes a performance evaluation model based on the improved grey clustering analysis method. Firstly, an index model for evaluating performance of university teachers is established with confirmed layers and index sets. Secondly, performance evaluation grades are given out and whitenization weight functions of grey clustering under different performance grades are established. Based on the standardization of index model, and taking weight into consideration, this thesis provides an improved grey clustering analysis method for performance evaluation of university teachers. Last but not the least, the model is verified through case study to prove its efficacy and availability, which lays a sound support for improving higher education.
36
Ghani Hashim, Ganesh Babu Loganathan, Qaysar Salih Mahdi, Idris Hadi Saleh,. "Evaluation of Robot Professor Technology in Teaching and Business." INFORMATION TECHNOLOGY IN INDUSTRY 9, no. 1 (March 18, 2021): 1182–94. http://dx.doi.org/10.17762/itii.v9i1.255.
Full textAbstract:
In this paper the Robot technology development will be evaluated in teaching and business. Impacts hypothesis of robot’s applications are discussed in addition to the types of the robots with time line. The results of this study show the advantages and disadvantages of using the Robot teacher in classroom and business and it shows that the Robot teacher performance is not like the human teacher due to the senses that owned by human being. Robot impacts minimizes the employment worldwide and it is predicted that around 800 million of global workers will lose their jobs in 2030. The results show that impacts hypothesis is minimized through improving the performance of robot technology by using AI Artificial Intelligence, also the Robot applications in the global health system have contributed effectively and successfully to prevention of the spread of the coronavirus pandemic. The Sophia Robot with AI improvements, behaves with good feelings, senses and debating friendly and it is approved by UNDP on 2018. In this study, it is concluded that the robot is not like human being, although developing human-like robot is still out of reach. Also, AI is the best tool for enhancing the Robot technology and increase the employment involvement rate in near future, which is one of the future challenges and studies proposed in this research, industry 4.
37
Ying, Y., P. Fitzgerald, and S. Reid. "49. Effect of a resident-as-teacher training programme on surgical resident clinical teaching skills." Clinical & Investigative Medicine 30, no. 4 (August 1, 2007): 54. http://dx.doi.org/10.25011/cim.v30i4.2810.
Full textAbstract:
This study was designed to assess the benefits of a resident-as-teacher training programme on surgical residents within a surgical clinical teaching unit.
A randomized controlled trial was conducted at McMaster University between July 2005 and June 2006. Twenty-eight (28) General Surgery Residents and one 134 Medical Students participated in the study. Residents were randomly assigned to participate in a two-day training course on clinical teaching skills at the 3 or 12-month interval. Medical Students completed teaching evaluations on residents whom they had significant exposure. Resident scores on teaching evaluations as well as medical student performance on rotation examinations were assessed.
The intervention (n=14) and control (n=14) groups were at similar levels of training. Only 5 intervention and 9 control residents had both pre and post intervention evaluations. Evaluations were measured on a 1 to 5 Likert scale. Data was analyzed by intention-to-treat. The mean evaluation score in both control and intervention groups were higher than pre-intervention (8% and 14%, p=0.03). However, the magnitude of change between the 2 groups was not statistically significant. Medical student performance by those exposed to more intervention residents was not significantly different from those exposed to more control residents.
There is a significant improvement in resident teaching over an academic year, as determined by medical student evaluations of the resident-teachers. Although there was a trend of improved teaching with the teaching- skills intervention, the difference was not statistically significant, and did not affect medical student performance on the end-of rotation examinations.
Blue AV, et al. Surgical Teaching Quality Makes a Difference. American Journal of Surgery 1999; 177:86-9.
Dunnington GL, DaRosa D. A prospective Randomized Trial of Residents-as-teachers Training Program. Academic Medicine 1998; 73: 696-700.
Griffith CH, et al. Relationship of How Well Attending Physicians Teach to Their Students’ Performances and Residency Choices. Academic Medicine 1997; 72:S118-120.
38
Kluge, David. "Conducting Research on Performance-Assisted Learning." JALT PIE SIG: Mask and Gavel 7, no. 1 (December 2018): 6–26. http://dx.doi.org/10.37546/jaltsig.pie7.1-1.
Full textAbstract:
Teachers who include performance activities in their course syllabus may find it difficult to convince administrators and other teachers of the value of its use, and one of the reasons is a lack of research data on the efficacy of performance use in teaching. This article proposes that practitioners of Performance-Assisted Learning (PAL) conduct micro-evaluations of the PAL activities that they do in class. The aggregation of such evaluations will form a macro-evaluation of PAL and may provide support for the use of PAL. The micro-evaluations would be based on the Ellis (1997) article on task evaluation which is described in detail in this article.
39
Ismini, Karti. "Upaya Peningkatan Kompetensi Guru dalam Menyusun Silabus dan RPP Melalui Supervisi Akademik yang Berkelanjutan Di SDN 4 Sumberrejo Kab. Malang." PEDAGOGIA: Jurnal Pendidikan 6, no. 2 (August 31, 2017): 177. http://dx.doi.org/10.21070/pedagogia.v6i2.940.
Full textAbstract:
Each process must always include the three main activities of planning, implementation and evaluation. Similarly, what happens with teaching and learning in schools. A teacher is required to do the planning, implementation and evaluation of learning. The process of learning planning that must be done by a teacher includes the following main activities: 1) Making an annual program, 2) Making syllabus, 3) Making semester program 4) Making learning implementation plan 5) And making program of re-evaluation / evaluation. Of the five elements mentioned above, syllabus and RPP is the minimum preparation of a teacher when they want to teach. Based on the results of the analysis in the 2009/2010 academic year in SD Negeri 4 Sumberrejo, the problem of low teachers is making the planning of learning, especially the preparation of syllabus and RPP. To examine the weakness of teacher's performance in that case, research is conducted to see how far the principal supervisor's supervision step can improve teacher competence in syllabus preparation and Learning Implementation Plan.
40
Loveth, Chukwu, Chinyere, Mezieobi, Dan I., Uguwanyi, Benedict Ejiofor, and Okpoebo, Casmir Chukwudi. "Monitoring and Evaluation on Effective Delivery of Social Studies for Improved Academic Performance." Review of European Studies 11, no. 1 (February 20, 2019): 175. http://dx.doi.org/10.5539/res.v11n1p175.
Full textAbstract:
Monitoring and evaluation is very crucial in attaining targeted goals, especially in social studies. Social studies teacher mode of service delivery rub-off on the level of academic performance of students. It is very imperative that monitoring and evaluation mechanism be put in place to check how social studies lecturers in institutions of higher learning execute their lecture. In primary and secondary levels of education, the Ministry of education, from time to time send inspectors to schools to supervise the teaching and learning processes going on in schools. School heads are also mandated to supervise teaching and learning processes in their schools, this mechanism goes a long way to checkmate teachers’ excesses but this is lacking in institutions of higher learning, and appears to be responsible for the lackadaisical attitude to work by some lecturers. Such attitudes include absent from lecture, late coming to lecture among others. This paper therefore looked at the importance of monitoring and evaluation of teaching processes of social studies in higher institutions of learning, uses of monitoring and evaluation, among others and conclude that internal monitoring and evaluation team be established in higher institutions, to ensure adequate monitoring and evaluation of teaching and learning of social studies in institutions of higher learning for effective implementation of social studies contents among others.
41
Stojanović, Buba. "MONITORING AND EVALUATION IN SERBIAN LANGUAGE TEACHING." Facta Universitatis, Series: Teaching, Learning and Teacher Education, no. 1 (January 23, 2020): 183. http://dx.doi.org/10.22190/futlte1902183s.
Full textAbstract:
The importance of Serbian language teaching for the proper development and education of primary school students requires the teachers to act responsibly both regarding the learning goals and learning objectives, and regarding the contents used in the classroom to achieve these goals, but especially concerning the student activities that need to be properly assessed. The learning goals for Serbian language lessons and the final learning objectives depend on carefully designed activities that will help to develop students’ linguistic and speaking skills, and also to constantly monitor and assess the overall engagement both in and outside of the classroom. Classroom experience worldwide shows that the results of the teaching process in general, and in particular language teaching, are perceived through the students’ knowledge acquired and their behavior, their linguistic and speaking skills, interaction with each other, individual traits, interests, which all imposes the need for both formative and summative assessment in primary school, in order for student performance to be observed in a thorough and objective manner. Contrary to this, evaluation in Serbia is mostly numerical, except in the first grade of primary school where it is descriptive. This paper, among other things, explains how the fourth grade students perceive their teachers’ attitude towards evaluation, which contents of the Serbian language lessons he/she most often evaluates, the feedback he/she provides or does not provide and the importance that he/she does or does not give to feedback, as well as the “self-image” that students create based on the assessment and the grade given to them by their teacher.
42
Barry, Damien, Donna Pendergast, and Katherine Main. "Teacher Perspectives on the use of the Australian Professional Standards for Teachers as part of their Evaluation Process." Australian Journal of Teacher Education 45, no. 8 (August 2020): 1–22. http://dx.doi.org/10.14221/ajte.2020v45n8.1.
Full textAbstract:
Teacher effectiveness has a powerful impact on student performance and a teacher evaluation process that supports professional growth can be a key lever for improving teaching quality. The purpose of this study was to examine teacher perspectives on the use of the Australian Professional Standards for Teachers, when used as part of their evaluation process, and, to determine what other factors may need to be considered in the design and implementation of such a process. A single case study of a school in Victoria, Australia was conducted, using a pre and post interview approach with six teachers. Responses were analysed using a thematic network methodology. Findings reveal that the inclusion of The Standards as part of any evaluation mechanism is secondary to a range of other factors, including the relationship the teacher has with their evaluator; the skills of the evaluator; and the addition of a developmental plan post evaluation.
43
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.
Full textAbstract:
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.
44
Schmelkes, Sylvia. "Toward an intercultural approach to evaluation: A perspective from INEE in Mexico." education policy analysis archives 26 (April 16, 2018): 52. http://dx.doi.org/10.14507/epaa.26.3818.
Full textAbstract:
The National Institute for the Evaluation of Education (INEE) in Mexico has begun to meet the challenges in evaluating indigenous children and teachers and the educational programs and policies targeted to them. Several evaluation projects are described in this paper. One is the “Previous, Free and Informed Consultation of Indigenous People,” which focuses on quality of education they receive. A second is the design of a protocol for reducing cultural and linguistic bias in standardized tests, which requires oversampling of indigenous students and the involvement of anthropologists, linguists and indigenous teachers in item development. A third is an indigenous language evaluation for candidates for entry into the teaching profession, which they must pass before they can work in indigenous schools. A fourth is the development of a qualitative instrument for evaluating teacher performance. The instrument asks evaluated teachers to contextualize their planning; scorers decide whether the plan is adapted to the cultural context and the characteristics of the children. The projects described are only a starting point. In the near future, several dilemmas, such as the apparent trade-off between contextualization and quality, have to be faced and solved.
45
De Pro Chereguini, Carlos, and Ana Isabel Ponce Gea. "Model for the Evaluation of Teaching Competences in Teaching–Learning Situations." Societies 11, no. 2 (June 4, 2021): 56. http://dx.doi.org/10.3390/soc11020056.
Full textAbstract:
Social changes have brought educational challenges at all levels of education. One of the most important elements has been adopting the development of competences as a main goal. As regards teacher training, competences have been included in university degrees responding to a traditional concern related to teacher training: the necessary relationship between theory and educational practice. The objective of this work, in the Spanish context, is to define a model for the evaluation of didactic-disciplinary competences (frequently taught in university classrooms, in a theoretical way) within the framework of the school practicums of the degree in early childhood education (the unique practical context where a real application of competences may be assessed before professional performance). For this purpose, we analyzed the legislation (the specific didactic-disciplinary competences of the ECI/3854/2007 Order) and the school practicum plans of Spanish universities, in order to provide a useful tool to know how students apply theoretical learning in their classroom practices. The resulting model, focused on the learning of natural sciences, social sciences and mathematics, enables understanding the level of development of the didactic-disciplinary competences and can be considered as a conceptual framework to design instruments for different contexts.
46
Kalathaki, Maria. "Reflections on a School Teaching: An Exemplary Teaching about Primary Productivity & Energy Flow in Natural Ecosystems." Journal of Education and Learning 5, no. 4 (October 31, 2016): 291. http://dx.doi.org/10.5539/jel.v5n4p291.
Full textAbstract:
<p>The research has been carried out in the material that Biologist teacher have prepared for the students and teachers, focusing mostly on the sub-query of teacher’s self-assessment, since teacher had written a self-assessment, a reflection, upon differentiation points from an ordinary teaching, with a structured way. This paper searches on the reflections on a school exemplary teaching of Biology about primary productivity & energy flow in natural ecosystems.</p><p>Graduated students of Lyceum were asked to answer a questionnaire on how they felt during the lesson and how they assessed themselves toward the teaching, in relation to the content taught, the methodology followed, their performance and the degree of involvement with a students’ Evaluation Sheet.</p><p>In a self-assessment process, the teacher asked to reflect where this exemplary teaching is differentiated from the ordinary. A content analysis was held in the material that Biologist teacher had prepared to satisfy the demands of the exemplary teaching. This material was given to the students in the beginning of the teaching, consisted of a multipage printed document with the flow diagram, the worksheet, the parallel texts for home study and the self-evaluation sheet.</p><p>The statistical analysis of the replies of the Students’ Evaluation Sheet revealed the feeling of pleasure experienced by students and success of teacher. All data, when analyzed carefully, enables teacher’s self-assessment for further improvement.</p>
47
Zhang, Ming, Jinpeng Wang, and Runjuan Zhou. "Entropy Value-Based Pursuit Projection Cluster for the Teaching Quality Evaluation with Interval Number." Entropy 21, no. 2 (February 21, 2019): 203. http://dx.doi.org/10.3390/e21020203.
Full textAbstract:
The issue motivating the paper is the quantification of students’ academic performance and learning achievement regarding teaching quality, under interval number condition, in order to establish a novel model for identifying, evaluating, and monitoring the major factors of the overall teaching quality. We propose a projection pursuit cluster evaluation model, with entropy value method on the model weights. The weights of the model can then be obtained under the traditional real number conditions after a simulation process by Monte Carlo for transforming interval number to real number. This approach can not only simplify the evaluation of the interval number indicators but also give the weight of each index objectively. This model is applied to 5 teacher data collected from a China college with 4 primary indicators and 15 secondary sub-indicators. Results from the proposed approach are compared with the ones obtained by two alternative evaluating methods. The analysis carried out has contributed to having a better understanding of the education processes in order to promote performance in teaching.
48
Tamban, Victoria E., and Gloria L. Banasihan. "BIG FIVE PERSONALITY TRAITS AND TEACHING PERFORMANCE OF FACULTY OF COLLEGE OF TEACHER EDUCATION, LAGUNA STATE POLYTECHNIC UNIVERSITY." International Journal of Research -GRANTHAALAYAH 5, no. 9 (September 30, 2017): 99–105. http://dx.doi.org/10.29121/granthaalayah.v5.i9.2017.2209.
Full textAbstract:
This study aimed to determine the relationships of big five personality traits and teaching performance of faculty of College of Teacher Education, Laguna State Polytechnic University Los Baños Campus, Los Baños, and Laguna. The study was conducted at the College of Teacher Education (CTE) of Laguna State Polytechnic University-Los Baňos Campus during 1st semester of Academic Year 2015-2016 employing correlational research design. The respondents of the study were the 20 faculty of CTE consist of 2 Associate Professors, 10 Assistant Professors and 7 Instructors. A valid survey questionnaire on determining the level of big five personality traits adapted from the site of personality-testing.info, courtesy ipip.ori.org and the IPCR Evaluation are the instruments of this study. Frequency count, percentage and mean were used to describe the profile of the respondents and their teaching performance. Pearson r was used to determine the significant relationship between teachers’’ big five personality traits and their’ teaching performance.
The results describe that teachers tend be about average in most of the big five personality traits except from neuroticism which shows a relatively low description. The results also revealed a weak correlation between variables such that it determined that there is no significant relationship the level of big five personality traits and the teaching performance of the respondents.
Based on the conclusions the researchers suggested to have further study since it is limited only to the faculty of Teacher Education and also it is highly recommended to correlate teaching performance including students’ evaluation for their teachers and the academic performance of the students with teachers’ personality traits since the teaching performance is one of the factors that affect the students’ academic performance.
49
Darling-Hammond, Linda. "The Right Start: Creating a Strong Foundation for the Teaching Career." Phi Delta Kappan 94, no. 3 (November 2012): 8–13. http://dx.doi.org/10.1177/003172171209400303.
Full text
50
Frolov, Yury. "The Mixed Model of Teachers’ Evaluation in Secondary Schools." Eduweb 15, no. 2 (July 30, 2021): 110–27. http://dx.doi.org/10.46502/issn.1856-7576/2021.15.02.10.
Full textAbstract:
Schools face the need to create a system for managing the performance of teaching employees whose activities are specific, difficult to formalize, and subjected to experiments with different degrees of success throughout the world. This paper deals with providing and management of teacher’s evaluation in Russian schools. The purpose of the study is to develop a teacher evaluation model based on professional qualities and performance indicators. The results of the study were tested on the basis of a survey of teachers after the implementation of the proposed system of assessment tools and evaluation methods. According to teachers, the new system contributes to their continuous professional development and, therefore, to the sustainable development of the educational organization in a competitive environment. The proposed methodology for teachers' evaluation clarifies the general data and meets their expectations, expectations of students and management in terms of correspondence with the development strategies of educational organizations.