Assessment and Evaluation in Teacher Educaton
Assessment and Evaluation in Teacher Educaton
DEFINITION OF ASSESSMENT
Summative assessment is “conducted after a program has been in operation for a while, or
at its conclusion, to make judgments about its quality or worth compared to previously
defined standards for performance” (Palomba & Banta)
Direct and Indirect Direct measures of assessment allow students to demonstrate what they
know and are able to do with their knowledge. Indirect measures are based on perceived
student learning. The following table provides examples of both direct and indirect
measures. This is not intended to serve as an exhaustive list.
Direct Measures- Essay test question, Term paper ,Oral presentation/exams ,Performance
piece (e.g., musical recital), Case study analysis, Standardized test, Class project (individual
or group) ,Poster presentation ,Clinical evaluation,Portfolio
create experiences leading to outcomes. Students need to apply the knowledge they learn.
This means that the knowledge they learn should be relevant to their learning experience to
meet the intended outcome.
Avoid yes/no questions and phrases like “Does this make sense?” In response to these
questions, students usually answer ‘yes.’ So, of course, it’s surprising when several
students later admit that they’re lost.
To help students grasp ideas in class, ask open-ended questions that require students
that get students writing/talking. They will undoubtedly reveal more than you would’ve
thought to ask directly.
During the last five minutes of class ask students to reflect on the lesson and write down
what they’ve learned. Then, ask them to consider how they would apply this concept or
skill in a practical setting. Exit tickets using tools like Loop make this easy to administer
and review student answers.
3. Use quizzes
Have students summarize or paraphrase important concepts and lessons. This can be
done orally, visually, or otherwise.
5. Hand signals
Index cards, signs, whiteboards, magnetic boards, or other items are simultaneously held
up by all students in class to indicate their response to a question or problem presented
by the teacher. Using response devices, the teacher can easily note the responses of
individual students while teaching the whole group.
7. Four corners
The teacher poses a question or makes a statement. Students then move to the
appropriate corner of the classroom to indicate their response to the prompt. For
example, the corner choices might include “I strongly agree,” “I strongly disagree,” “I
agree somewhat,” and “I’m not sure.”
8. Think-pair-share
Students take a few minutes to think about the question or prompt. Next, they pair with
a designated partner to compare thoughts before sharing with the whole class.
9. Choral reading
Students mark text to identify a particular concept and chime in, reading the marked text
aloud in unison with the teacher. This strategy helps students develop fluency;
differentiate between the reading of statements and questions; and practice phrasing,
pacing, and reading dialogue.
Ask a single focused question with a specific goal that can be answered within a minute
or two. You can quickly scan the written responses to assess student understanding.
Students ask questions of one another about an essential question, topic, or selected
text. The questions initiate a conversation that continues with a series of responses and
additional questions. Students learn to formulate questions that address issues to
facilitate their own discussion and arrive at a new understanding.
12. 3-2-1
Students consider what they have learned by responding to the following prompt at the
end of the lesson: 3) things they learned from your lesson; 2) things they want to know
more about; and 1) questions they have. The prompt stimulates student reflection on
the lesson and helps to process the learning.
Students write in response to a specific prompt for a short period of time. Teachers
collect their responses as a “ticket out the door” to check for students’ understanding of
a concept taught. This exercise quickly generates multiple ideas that could be turned
into longer pieces of writing at a later time.
Students write their reflections on a lesson, such as what they learned, what caused them
difficulty, strategies they found helpful, or other lesson-related topics. Students can
reflect on and process lessons. By reading student work–especially —types of learning
journals that help students think—teachers can identify class and individual
misconceptions and successes. (See also
Both student and teacher can quickly assess whether the student acquired the intended
knowledge and skills. This is a formative assessment, so a grade is not the intended
purpose.
7. Analogy prompt
Teachers should use enough different individual and whole group techniques to check
understanding that they accurately know what all students know. More than likely, this
means during a single class the same technique should not be repeated.
The true test is whether or not you can adjust your course or continue as planned based
on the information received in each check. Do you need to stop and start over? Pull a
few students aside for three minutes to re-teach? Or move on?
Perhaps the most accurate way to check for understanding is to have one student try
to teach another student what she’s learned. If she can do that successfully, it’s clear she
understood your lesson.
Whether making a t-chart, drawing a concept map, or using some other means, have the
students not simply list what they think they know, but what they don’t know as well.
This won’t be as simple as it sounds–we’re usually not aware of what we don’t know.
They’ll also often know more or less than they can identify themselves, which makes this
strategy a bit crude. But that’s okay–the goal isn’t for them to be precise and complete in
their self-evaluation the goal is for you to gain insight as to what they do and don’t
know.
And seeing what they can even begin to articulate on their own is an excellent starting
point here.
INTERNAL ASSESSMENT
Internal assessment is the process in which the teachers and schools judge the students’
performance on the basis of his performance. Also, this process does not involve any
outside person for assessment. Internal assessment is continuous, periodic and internal, in
which assessment is done in relation to certain abilities and skills of the students
periodically and continuously. Internal assessment has to be planned at the time of
curriculum development and syllabus interpretation. Internal assessment will be assessed
by the teacher/instructor of the college or school and no external teacher or instructor
involved in this. Internal assessment demands the out come of students than the abilities
and skills of the students.The main purpose of introducing internal assessment is to
integrate teaching and evaluation and to test the skills and abilities which can not be
tested through written examination.
Helpful for the student to assess their qualitative and quantitative evaluation.
Teacher may use different method of teaching – learning process.
Internal assessment improves the teaching learning process,
It gives a comprehensive The objectives of affective domain(attitude, interest, and
appreciation)and its technique can be assessed by internal assessment.
Internal assessment motivate the students to study.
Diagnostic and remedial teaching are possible and more scientific.
Internal assessment motivate the student to give more weight age to the annual
examination of the students learning
To evaluate the Mental Nourishment of students.
To estimate the student’s educational progress, speed of achieving and ability of
learning.
Internal assessment create the competing environment, which make pleasant
effects over the educational achievements.
Students and teacher both know the status of each student, who is leading and who
is lagging and how much.
Teacher evaluate his progress and his teaching methods and try to over came his
weakness.
It evaluate the particular curriculum for a particular class.
Parents of the students are informed about the progress of students so that they
can care for their children.
Teacher can group the students according to Ability, Hardwork, Intelligence on the
basis of the result and make arrangements for weak students’ betterment.
Result of these test work as motive for further study and encourage or admonish the
students accordingly.
It fulfills the objective of learning and retaining it for along time.
Teacher knows the hidden abilities, capabilities, desires and interests of the
students, and became able to guide them accordingly on the basis of there.
Significance
3. Built in to the total educational program and should be used for improvement
rather than certifying the leve
6. Help the student in changing their attitudes towards the day-to day program and
supplement the final examination
7. Very objective, unbiased on all the items - unit test-oral test- practical test- home
work- class work- observational scale- participation in social and cultural- group
activities etcl of student.
COMPONENTS
Items to be observed. • Periodic test (unit test/term test) • Oral test • Laboratory
work • Terms paper(written) • Study habits • Participation • Co-curricular activities •
Personality tests • Visits Assessment of personality traits • Traits, co operation,
initiation, honest, leadership, fellowship, perseverance, confidence etc
MERITS
DEMERITS
EXTERNAL ASSESSMENT
A process and method of assessment developed and used by an examination body or agency other
than the learner’s school. This process commonly involves standardized testing, and often serves to
grade candidates for further educational opportunities and/or for certification purposes.
(v) Appointment of superintendents and invigilators and staff for the fair conduct
of examination at centres.
(vii) Distribution of question papers to examinees under the supervision of the
centre superintendent.
(ix) Packing of answer scripts and sending them to Board’s office or examining
body’s office.
(xi) Assignment of fake of fictitious or secret roll numbers to answer books at the
Board’s office.
(xii) On the spot evaluation at some specified centres where head examiner and
examiners mark the scripts.
Following
(i) Degree/Certificate
(ii) A standard
(vii) Chance/Luck
(viii) Corruption
(xiv) Standards vary from Board to Board and University in the same year.
(xiv) Question paper should be based on curriculum rather than text book.
In-spite of these flaws both are necessary for the betterment of education system.
Internal assessment prepares the students for external Assessment. Therefore we can’t
avoid any one. But we have to replace/remove the negative points from these to make
more effective to these systems.
PRINCIPLES OF ASSESSMENT
Overcoming the perceived gap between theory and practice in pre-service professional
education has been attempted by many (Westbury et al. 2005). Today, the dominating view is
that theory and practice should be integrated (Leinhardt et al. 1995). Reflection is often
viewed as the proper way to achieve this integration. Several models of professional
education stress the continuing cycle of interplay between theory, practice and reflection as
the way to engender changes in students’ attitudes and practices (Hill 2000). Among the
alternatives to the naïve ‘application-of-theory’ model of the first part of Twentieth Century
is the ‘constructivist approach’ (Kroll 2004) that encourages students to develop grounded
theories based on information gathered from the world of practice (Carlson 1999). Another
influential new model of professional education is the ‘realistic approach’, which directs the
‘theory’ towards the largest challenges of professional practice (Korthagen & Kessel 1999,
Korthagen 2001). Some of the new approaches have a scientifically documented effect on the
competencies of newly educated professionals (e.g. Korthagen 2001). Therefore, it is the
hypothesis behind this project that it is possible to bridge the gap between theory and practice
in professional education programmes and that this bridging will increase the desirability and
quality of the programmes. The existing theory-practice problems are known to have negative
effects on the retention rate of the programmes (Jensen 2006), and therefore another
hypothesis behind this project is that desirability and retention can be increased by bridging
the gap between theory and practice. High retention rates and positive evaluations by students
and lecturers can be viewed as indicators of a fruitful theorypractice relation. 3 The basic
hypothesis of the project is: • Problems concerning the relationship between theory and
practice are important causes of the relatively low number of applicants and the relatively low
retention rate in Danish professional education programs. The attractiveness and the retention
rate can be increased by developing a more fruitful relation between theory and practice.
Further, we base the project on the following assumptions based on Danish and international
research: Students' preconditions influence the extent to which they experience a fruitful
relation between theory and practice. Students, who are motivated by the discipline they need
to learn and the professions they are going to hold in their choice of education, have a higher
statistical likelihood to make a fruitful relation between the theory they learn at college and
the practices they face in the workplace. Students, who have worked as teachers, nurses or the
like, find it easier to bridge the gap between the theories they learn at college and the practice
of the workplace. Students with good literacy skills more easily create a link between theory
and practice. Organisation of teaching influences to what extent a constructive interaction
between theory and practice is generated. The following factors are important: Opportunities
for students to acquire embodied professional competences through participation in social
communities, both at the college and in the workplace; opportunities to involve students'
workplace experiences in the teaching at college; opportunities to develop an understanding
of what is currently needed to perform as e.g. a teacher, a nurse or a kindergarten teacher.
Organisation of professional education programme influences the interaction between theory
and practice. Cooperation between universities, university colleges and workplaces is
required for development of new courses and new ways of teaching. Such cooperation will
also resolve problems of 'translation' from the scientific world to the university colleges'
teaching and to the practice in the workplaces. Reflective dialogue between students,
supervisors and lecturers will give rise to a fruitful relation between theory and practice, and
will in this way support the students' acquisition of adequate knowledge. Relations between
body, space and artefacts are different at colleges and workplaces, respectively. Insight into
these relations' importance may give rise to a more productive interaction between theory and
practice. Constructive and lasting changes require that we create cultural and organisational
conditions that support these changes.
Across professions, theory-practice gap is not a new phenomenon all over the world (see also
Rolfe, 1992). For example, Normand and Pereiro, (2009) contend that most academics their
practices are not linked to theories. This is a problem with a long standing history, and its
improvement has been so gradual (Mallonee, Fowler & Istre, 2006). A number of studies
have been conducted to establish the nature of and how to address the problem. For example,
regarding nature of the problem Kislov (2014) mentions translation of innovation gap and
knowledge gap as a source of the theory-practice gap in healthcare. The scholar identifies two
knowledge, know that and know-how. That is one may possess “know that” knowledge and
lack the “know-how” knowledge, thus, leading to theory-practice gap. Similarly, scholars
(Benbarat & Zmud in Fitzgerald, 2003) assert that well over 80% of studies on management
are not relevant (see also DeAngelis, 2010). For that reason, this fuels that theory-practice
incompatibility in a field practice. Accordingly, academics have no point they make, but
rather unnecessarily use of impressive language, which means the practitioners may therefore
ignore their studies, and create a room for theory-practice gap. Moreover, scholars (Haines,
Kuruvilla & Borchert, 2004) spell out that the uptake of research findings lags behind
because of lack of ways to make researchers, policy makers and practitioners communicate
effectively. Mallonee, Fowler and Istre (2006) add that theory-practice gap results from
communication loop between researchers and practitioners and, lack of awareness of the
public and support i.e. financial or political. Clearly, there are instances whereby new
knowledge is mainstreamed in the context where practice cannot be successful (new
knowledge in traditional context) (see Cheraghi, Salsali & Safari, 2010). This implies there
are occasions whereby the setting is too traditional to apply new knowledge in a particular
profession.
On the part of the teaching profession, the situation is no different. That is the profession is
not immune from the problem. For example, Delanoy in schulze (2009) report that student-
teachers when they go to the field they are told to forget everything they have been taught at
the university, and they usually complain that field is the most difficult part of the training
process. This is because they feel that they are not qualified to do their job. These student-
teacher complaints are associated with short teaching practice and mismatch between what is
taught at the university and what they ought to do during their practical training (EOCD in
Gieβler 2009). According Peercy (2012), the theory-practice gap in the teaching profession
linked to varied understanding of teacher education among teachers. Further, Perrenoud in
Normand & Pereiro (2009) proclaim that while doctors and engineers prefer integrating
theory and practice this is a rare phenomenon in the process of teacher preparation in
university curricula. Some researchers claim that in-school training may not be an effective
way of integrating theory and practice (Gieβler 2009). To add, scholars (Harsch & Schroder,
2009) report that teacher more often than not do not use research based language proficiency
tests because they are not trained in and thus their assessment is based on teacher’s norms. In
another case, Hutterlis & Prusse, (2009) point out that teacher’s inadequate information about
educational reforms makes him or her reject adopting some of instruments during uptake of
educational innovations. This is because the innovations are mainstreamed without enough
support from the responsible individuals and/or organs. Moreover, the theory-practice gap is
revealed when student teachers complain that they cannot translate theory into practice which
is attributable to failure of teacher educators to integrate theory and practice in a proper and
meaningful way in curricula (Wren & Wren, 2009). This means subject matter knowledge
must not be independent from practice (Dewey in Wren & Wren, 2009). Correspondingly,
Berger (2009) claims that the studies are not relevant in the classroom context, which means
they are not willing to us them. In the long run, this leads to theory-practice gap.
Given the likely effects from theory-practice gap, a number of scholars have come up with a
several practical solutions to hold the situation in control. For example, Fook (n.d) establishes
that in order to bridge the theorypractice gap one has to scrutinise his or her practice in a
profession on the basis of assumptions behind it. Similarly, Rolfe (1992) avers that
practitioners should consider the relationship between practice and theory. Moreover, practice
should derive theory which ultimately informs practice (Rolfe, 1992). To add, Nutley, Walter
& Davis (2002) add that practitioners should provide evidence informing practice in
professions. Indeed, this implies that the actions by practitioners should be well informed by
theories in conscience, and that the practitioners are in a good position of developing relevant
and workable theories because from practice theories are to be derived. Again, Harsch &
Schroder (2009) suggest that bridging the gap between theory and practice teachers, schools,
education policy makers and other relevant government organs need to work in synergy.
Indeed, some scholars (like Fitzgerald, 2003) are very aware of the practical solutions which
could bridge the gap between theory and practice in professions. What is more, Berger (2009)
suggests the use of legal framework and recommended policies.
For example, in Tanzania, the theory-practice gap in education is obvious. This is particularly
the case in implementing educational innovations. Particular cases can be cited to establish
existence of theory-practice gap in implementing educational innovations in teacher
education in the country. As such, studies have established that the majority of teachers,
about 73% to 82% do not teach using competence-based curriculum despite it being adopted
in secondary schools since 2005 and in 2009 in teacher colleges (Komba & Mwandanji,
2015; Paulo & Tilya, 2014; Muneja, 2015; Makunja, 2015). Additionally, Pascal (2014)
comparing teachers trained under the competence-based and Knowledge-based curriculum
differed in other aspects, but they both lacked ethical competence in that they had amorous
relationship with their female students. Moreover, one scholar (Kinyaduka, 2012; Kinyaduka,
2013) establishes that teacher educators who taught work skills in teacher colleges were not
trained to teach the subject, and teachers who were taught how to teach the subject during
their teacher training programme were not satisfied with the quality of teaching offered in
teacher colleges. This is because they lacked foundational competence and practical
competence. Without reservation, such teachers may not be able to link theory and practice.
So Tanzania like other countries in Europe and elsewhere in the globe is not immune from
the theory-practice gap, specifically in the teaching profession. To summarise, theory-
practice gap is not a new phenomenon, and a lot has been documented on causes, effects and
practical solutions. Despite the documentation, there has been little improvement on
professional practices. As such, the question that arises is: How best can we really do away
the persistent theory-practice gap in professions amid well documented causes, effects and
practical solutions of the same? Why the theory-practice gap is persistent despite the existent
of plethora of literature on its nature, effects and practical solutions? What could be a lasting
solution(s) for theorypractice gap menace in the teaching profession?
A rubric is a learning and assessment tool that articulates the expectations for
assignments and performance tasks by listing criteria, and for each criteria,
describing levels of quality (Andrade, 2000; Arter & Chappuis, 2007; Stiggins, 2001).
Rubrics contain four essential features (Stevens & Levi, 2013):
Provide students with feedback that is clear, directed and focused on ways to
improve learning.
Demystify assignment expectations so students can focus on the work
instead of guessing "what the teacher wants."
Adapt your approach to teaching aspects of a course based on thematic gaps
in student learning that are easily identified by reviewing rubrics across a
class.
Develop consistency in how you evaluate student learning across students
and throughout a class.
Reduce time spent on grading; Increase time spent on teaching.
Educators today use rubric to refer to a category of behavior that can be used to evaluate
performance. The term is currently so popular that no one writing a funding proposal would
ignore laying out the rubric for evaluating the program’s success. Today’s rubrics involve
creating a standard and a descriptive statement that illustrates how the standard is to be
achieved. For example, a rubric for judging an essay would list everything a student needs to
include to receive a certain grade on that essay. Generally, the rubric also would specify what
is needed to achieve different levels of performance, such as what is needed for an A, a B,
etc.
In addition to helping students know what they need to do to achieve a certain grade, rubrics
have other benefits:
1. A rubric can help teachers think carefully and critically about what they are teaching and
what students need to learn. The rubric is a predetermined set of categories. Whatever the
subject or project for which it’s used, a rubric will help teachers consider what’s important
for them to teach and how to determine the level at which students have learned what’s been
taught.
2. Rubrics can make the expectations and standards for performance clear to students,
parents, teachers, educators, and others. Using rubrics forces educators to spell out what
they’re teaching and the standards they’ll use to grade students’ performances. Sharing the
rubric with students and parents allows them to see just what is expected of them.
3. Rubrics provide opportunities for reflection, feedback, and continued learning. Using
rubrics in education may be a clear sign of real progress both in constructing students’
assignments and tests and in assessing their quality. Before using rubrics, tests consisted
primarily of short-answer, multiple-choice, and fill-in-the-blank questions. When essays were
assigned, the students and the teacher didn’t have a common set of criteria for determining
the quality of the work.
Set clear guidelines and targets for the classroom. This in turn will help to reduce
time and energy spent on creating and tracking learning outcomes. Instead, you
will be able to focus more on achieving them.
Provide meaningful feedback that is clear, directed, and focused on ways to
improve learning.
Simplify outcomes and goals so teachers can focus on the work with better insights
instead of guessing “what the classroom needs.”
Adapt the teacher’s approach to the core learning principles of a course. It also
helps to identify any missing links in student engagement and learning behaviors
that shall be easily identified by drawing insights from rubrics of a batch/class.
Develop consistency in how you evaluate learning outcomes and improve quality
in teaching process.
Rubrics also helps students to have a better understanding of the course and assignments.
So they will be able to contribute in a more meaningful manner. Since there are a clear set of
criteria that the entire learning process is based on, it will help students to understand and
appreciate various teaching methods, and offer better insights and useful feedback that the
teacher can use in their advantage.
1. Rubrics can still be subjective. This is especially true when rubrics are used to convert lists
of qualitative terms, each critical and independent, into a set of scores that can be summed,
averaged, and transformed into a grade.
2. Rubrics can make more work. Creating and using rubrics can be particularly burdensome
for teachers who already feel overwhelmed.
3. Rubrics may restrict education. Both poorly designed rubrics and highly prescriptive ones
can stifle students’ creativity as teachers measure student work strictly by the rubric. Rubrics
can become the overbearing framework that shapes student work, forcing everyone to look at
problems and solutions in the same way, thus discouraging new ideas and approaches.
Creative students — those thinking “outside the box” and beyond the rubric — will be
penalized
Despite all of their problems, using rubrics is a major step forward in education. School
leaders need to provide the time and training to help all teachers understand the purpose of
rubrics and their relationship to quality teaching and learning, as well as how to design and
use rubrics. School leaders, curriculum directors, and instructional coaches need to provide
exemplars so they can be reviewed, analyzed, and discussed at various faculty gatherings to
help create a shared level of expectation. Educators must communicate with and educate
other stakeholders about the purpose and value of rubrics in guiding student work. Parents,
business and community, and other stakeholders should understand that, while rubrics may
never replace letter and numeric grades, they do reveal considerably more about what
students know and can do. In these days of national standards and accountability, teachers
need to ensure their students meet certain criteria. The rubric can be used as the basic
architecture for courses, assignments, and assessments to ensure that all students reach
proficiency.
Classification
Holistic rubric
Since this is a one-dimensional assessment scale, all the evaluation
criteria are considered together. With a holistic rubric, the teacher
assigns a single score based on an overall judgment of the
student’s work. Holistic rubrics works well when there is no one
correct answer or response for a criterion and the focus is on
overall quality, proficiency, or understanding of a specific
assessment metrics.
Analytic rubric
This type of rubric is two dimensional. It’s like a grid where criteria
are listed as columns and levels of achievement are featured in
rows. This type of rubric is particularly helpful for assessing
problem solving or application of information in various fields. The
teacher assigns points for each criterion. If you want to gather
insights on areas of strengths and weaknesses, this method is
perfect. However, it takes more time to develop analytic model
rubrics than a holistic model of rubric.
Checklist rubric
Checklist is a distinct type of rubric that uses only two levels of
assessment. As the name suggests, checklist rubric is a plain
“Yes/No” or “Achieved/Not-Achieved” model. We use the checklist
rubrics model to measure sub-criteria and quantitative analysis.
For this very same reason, checklist model is longer than other
kinds.
Advantages of Rubric
•Students can understand better the rationale and the reason for grades
PROBLEMS OF ASSESSMENT
The assessment system should be fair and strong in the school system.
There are two types of assessment systems such as formative and
summative. Formative is providing continuous feedback on the students’
performance whereas summative is to assess the student performance at
the end. The assessment system somewhere loses the connection
between the students, teachers, schools, families and communities. Here
are a few challenges in the assessment process of the education system.
The Tennessee Career Ladder Evaluation system, which uses a multiple data source approach
to assessment, was developed to identify excellent teachers. It is used to determine whether or
not the teacher should receive increasing career benefits. Evaluation data are generated by
three evaluators, the teacher candidate, the school principal, three peer teachers, and twenty
or more students. Extensive review was used in generating six categories of teacher
competency: planning; instructional strategies; evaluation, classroom management;
leadership; and effective communication. Items were field tested in different types of data
collection: classroom observation; interviews with teachers and principals; questionnaires for
students and peer teachers; portfolio rating; a written test; and evaluator judgement. Results
from each instrument were analyzed separately and then reanalyzed as part of the set.
Intercorrelations were low, confirming that each source measured different viewpoints or
aspects of performance. The resulting scores were reduced to a smaller number of scores, and
then weighted. It was concluded that the multiple data source system was difficult and
expensive to build, relatively inflexible, and complicated to explain. However, it provided a
thorough and equitable evaluation, was relatively stable, and was logical. (GDC)
A fair and equitable performance evaluation system for the role of a
professional acknowledges the complexities of the job. Thus, multiple data sources are
necessary to provide for a comprehensive and authentic “performance portrait” of the
teacher’s work. The data sources briefly described in Figure 2 below provide accurate
feedback on teacher performance.
Figure 2: Data Sources for Teachers
Data Sources
Goal Setting for Student Progress- Teachers have a definite impact on student
learning and performance through their various roles. Depending on grade level,
content area, and students’ ability level, appropriate measures of academic
performance are identified to provide information on learning gains. Performance
measures include standardized test results as well as other pertinent data sources.
Teachers set goals for improving Student Progress based on the results of
performance measures. The goals and their attainment constitute an important data
source for evaluation.
Observations-Classroom observations provide key information on several of the
specific standards. Probationary teachers will be observed at least three times per
year. Two observations will occur prior to the end of the first semester and the third
by May 1. Teachers employed under a continuing contract will be observed at least
once per year. Additional observations for any staff member will be at the building
administrator’s discretion. All formal observations will include a classroom
observation of at least 20 minutes and a post-conference. A pre-conference may be
conducted at the request of the teacher or the administrator.
Teacher Documentation Log- A collection of artifacts that provide evidence of
meeting selected performance standards.
Teacher Self Reflections-Self-reflection is a process by which teachers judge the
effectiveness and adequacy of their performance, effects, knowledge, and beliefs for
the purpose of self-improvement. All teachers will reflect upon their practice
annually.
Student Surveys-Teachers are not required to survey their students. If they choose to
do so, it is recommended that teachers enter a summary of the results in their
Documentation Log. These surveys will provide additional data to the teacher which
can influence teacher strategies in several of the standards.
Race to the Top definition of effective & highly effective teacher Effective teacher:
students achieve acceptable rates (e.g., at least one grade level in an academic year) of
student growth (as defined in this notice). States, LEAs, or schools must include multiple
measures, provided that teacher effectiveness is evaluated, in significant part, by student
growth (as defined in this notice). Supplemental measures may include, for example,
multiple observation-based assessments of teacher performance. (pg 7) Highly effective
teacher students achieve high rates (e.g., one and one-half grade levels in an academic
year) of student growth (as defined in this notice).
Measures and models: Definitions • Measures are the instruments, assessments,
protocols, rubrics, and tools that are used in determining teacher effectiveness • Models
are the state or district systems of teacher evaluation including all of the inputs and
decision points (measures, instruments, processes, training, and scoring, etc.) that result
in determinations about individual teachers’ effectiveness
Multiple measures of teacher effectiveness • Evidence of growth in student learning
and competency • Standardized tests, pre/post tests in untested subjects • Student
performance (art, music, etc.) • Curriculum-based tests given in a standardized manner •
Classroom-based tests such as DIBELS • Evidence of instructional quality • Classroom
observations • Lesson plans, assignments, and student work • Student surveys such as
Harvard’s Tripod • Evidence binder (next generation of portfolio) • Evidence of
professional responsibility • Administrator/supervisor reports, parent surveys • Teacher
reflection and self-reports, records of contributions
Measures that help teachers grow • Measures that motivate teachers to examine their
own practice against specific standards • Measures that allow teachers to participate in
or co-construct the evaluation (such as “evidence binders”) • Measures that give teachers
opportunities to discuss the results with evaluators, administrators, colleagues, teacher
learning communities, mentors, coaches, etc. • Measures that are directly and explicitly
aligned with teaching standards • Measures that are aligned with professional
development offerings • Measures which include protocols and processes that teachers
can examine and comprehend
Considerations for choosing and implementing measures • Consider whether human
resources and capacity are sufficient to ensure fidelity of implementation • Conserve
resources by encouraging districts to join forces with other districts or regional groups •
Establish a plan to evaluate measures to determine if they can effectively differentiate
among teacher performance • Examine correlations among measures • Evaluate
processes and data each year and make needed adjustments
Teacher observations: strengths and weaknesses • Strengths • Great for teacher
formative evaluation (if observation is followed by opportunity to discuss) • Helps
evaluator (principals or others) understand teachers’ needs across school or across
district • Weaknesses • Only as good as the instruments and the observers • Considered
“less objective” • Expensive to conduct (personnel time, training, calibrating) • Validity of
observation results may vary with who is doing them, depending on how well trained and
calibrated they are
Validity of classroom observations is highly dependent on training • A teacher should
get the same score no matter who observes him • This requires that all observers be
trained on the instruments and processes • Occasional “calibrating” should be done;
more often if there are discrepancies or new observers • Who the evaluators are matters
less than adequate training • Teachers should be trained on the observation forms and
processes
Measures of professional practice Experts stress that the qualitative measures used to determine
instructional quality or professional practice must be founded on high-quality standards of what is
known about effective teaching practices. These standards must be clear and transparent about
what effective teaching practice looks like.36 While there are no national standards, some states
have adopted or use some variation of the Council of Chief State School Officers Interstate Teacher
Assessment and Support Consortium, Model Core Teaching Standards37 (for example, Arizona,
Mississippi, Utah, South Carolina, Virginia, and Wisconsin), and/or the National Board of Professional
Teaching Standards (for example, Mississippi and Virginia). Other states have created their own
standards based on research and stakeholder input (for example, Connecticut, the District of
Columbia, Missouri, Nevada, New York, Ohio, and Rhode Island)
Once standards are determined, professional practice may be assessed using a combination of the
following: • Observations, including feedback from peers, based on rubrics aligned with standards of
professional practice. Many states are using the Charlotte Danielson Framework for Teaching38 as
their evaluation rubric for assessing educator practice. These states are Alaska, Delaware,
Mississippi, Louisiana, Maryland, South Carolina, South Dakota, and Wisconsin. • Self-assessments
and reflection. • Artifacts—or documents that reflect some aspect of classroom teaching that is not
directly reflected in classroom practice—such as lesson plans, unit work samples, curriculum design,
pacing guides aligned with the standards, student assignments, portfolios, and evidence of field
experience. • Student-learning measures such as samples of student work, including portfolios and
research papers. • Student and parent surveys. How these measures are combined can be seen in
the six measures used in South Carolina’s Assisting, Developing and Evaluating Professional Teaching
system to determine teacher performance levels. These measures include: • Teachers’ long-term
plan(s) • Classroom observations, with a minimum of four unannounced visits per year and
additional walk-through observations permitted • Teacher reflections following each classroom
observation • Professional performance review completed by the principal (or designee and other
supervisors) • Professional assessment completed by the teacher, which is the first step to
developing the teacher’s professional growth and development plan • One or more unit work
samples (a demonstration of student learning which is discussed later in this paper)
TYPES AND LEVELS OF TEACHER EVALUATION
A teacher’s performance will be judged in terms of 16 criteria. The descriptors are included
as guidelines for what is meant by a particular criterion. Their function is to illustrate and
provide examples for a given criterion. They are not, nor were they intended to be, all-
inclusive. They are intended to help teachers and administrators develop a common
understanding about the expectations and provide a common language for discussing
performance as it pertains to the following criteria:
1. Plans Instruction • Follows prescribed curriculum • Uses available materials and resources
• Chooses activities relevant to the prescribed curriculum • Chooses activities appropriate to
student abilities • Chooses activities, materials, and resources appropriate for students with
special needs • Considers time available in planning • Demonstrates flexibility in planning •
Plans student grouping according to instructional needs • Develops long-range plans and
daily lessons
2. Implements The Lesson • Focuses student attention • Informs students of objective of the
lesson • Relates the lesson to previous and future lessons • Presents new material clearly and
logically • Models, demonstrates and provides examples • Monitors student learning
continuously 1 • Provides feedback and re-teaches when necessary • Provides opportunities
for students to practice under direct supervision of the teacher • Provides opportunities for
students to practice independently • Conducts smooth transition from one activity to the next
3. Motivates Students • Shows concern for students • Establishes feeling/tone • Establishes a
level of difficulty which encourages success • Uses student interest and background • Uses
extrinsic/intrinsic rewards
4. Communicates Lesson • Uses variability in presentation • Demonstrates enthusiasm, vigor,
involvement, and interest in lesson presentation • Speaks clearly • Puts ideas across logically
• Praises, elicits, and responds to student questions
5. Demonstrates Knowledge Of The Curriculum • Teaches accurate and up-to-date
information • Coordinates learning content with instructional objectives • Uses effective
examples and illustrations • Presents learning content in a logical sequential order
6. Sets High Expectations For Student Achievement In Accordance With Needs And
Abilities • Communicates expectations of performance to students • Uses objective student
data to set expectations • Uses evaluative feedback to determine level of skill acquisition •
Encourages participation from all students • Uses higher order questioning techniques to
promote critical thinking skills 2
7. Maximizes Time On Task • Schedules learning time according to policy for the subject
area • Begins class work promptly • Minimizes management time • Minimizes transition time
• Makes effective use of academic learning time • Gives clear and concise directions
8. Integrates Materials and Methodology • Demonstrates ability to conduct lessons using a
variety of methods • Organizes materials, supplies and equipment prior to the lesson •
Integrates materials and resources smoothly into a lesson • Identifies available supplemental
resources
9. Plans And Uses Evaluative Activities • Makes methods of evaluation clear and purposeful
to students • Monitors student progress through a variety of appropriate evaluation techniques
• Prepares assignments which reflect the material which has been taught
10. Provides Specific Evaluative Feedback • Provides feedback on assignments as quickly as
possible • Gives written and oral comments, as well as points or scores • Makes opportunities
for one-to-one conferences to discuss student progress • Interprets test results to students and
parents
11. Manages The Classroom • Manages discipline problems in accordance with
administrative regulations, school board policies, and legal requirements • Establishes and
clearly communicates parameters for student classroom behavior • Promotes self-discipline •
Manages disruptive behavior constructively • Demonstrates fairness and consistency •
Arranges the classroom for effective instruction 3
12. Interacts With Students • Gives criticism and praise which are constructive • Makes an
effort to know each student as an individual • Provides opportunities for each student to meet
success regularly • Promotes positive self-image in students • Communicates with students
accurately and with understanding • Creates a climate in which students display initiative and
assume a personal responsibility for learning
13. Interacts With Parents And Community • Encourages community involvement with the
school • Provides a climate which opens up communication between the teacher and parent •
Communicates with parents in the best interest of the students • Supports parents/teacher
activities • Provides information related to support resources
14. Interacts With Administration And Other Educational Personnel • Cooperates with other
teachers, the administration, and other educational personnel • Makes use of support services
as needed • Shares ideas and methods with other teachers • Informs administration and/or
appropriate personnel of school related items
15. Is involved In Professional Growth Activities • Is involved in professional associations •
Participates on district/state committees, etc. • Participates in professional workshops •
Attends professional meetings • Keeps current in subject area • Engages in continuing
education 4
16. Supports And Implements School Regulations, Policies, Procedures And Accepted
Practices • Adheres to authorized policies • Selects appropriate channels for resolving
concerns/problems • Participates in the development and review of school policies and
regulations • Strives to stay informed regarding policies and regulations applicable to his/her
position • Exercises responsibility for student management throughout the entire building •
Uses discretion in handling confidential information
However, this is not all that there is to the benefits of teacher evaluation.
Let's look at a few other benefits of teacher evaluation:
Pros
Cons
This type of evaluation can be highly subjective. A student’s personal
preferences may cloud his or her sense of judgment.
Students may find it difficult to weigh a teacher’s performance against
the provided evaluation criteria.
You can map out a timeline for teacher evaluation by teacher for your school.
It is easy to get this type of teacher evaluation done using a Formplus peer
evaluation form that lists questions in line with the assessment criteria
provided by the educational board in your district.
Pros
Con
You can also create an interview evaluation form with Formplus and use the
teams and collaboration feature to coordinate responses from different
members of your teacher evaluation team. Formplus allows you to update
form data in Google sheets as you go so that every stakeholder can monitor
the transparency of the evaluation process.
Pros
Cons
ELIGIBILITY TESTS
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