Transcript PowerPoint Template
Teacher evaluation
Dr Kia Karavas Session 5 Evaluation and testing in language education LOGO
Good and bad evaluation…
Poor evaluation, whether of students or of staff, renders an unfair judgement and fails to shortcomings in performance.
reveal
Good evaluation on the other hand provides decision makers with the information necessary for informed choices and teachers with useful feedback for improvement.
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Evaluating teaching: Two broad purposes 1.
2.
Evaluation
Quality enhancement development
for
and
improvement,
learning, teaching etc leading improvement i.e.
to of
Evaluation for accountability
i.e
Quality assurance regarding performance with respect to promotion, competence, assurance for stakeholders etc
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Accountability
“Accountability is a primary purpose in the teacher evaluation process. As recipients of public funds responsible for educating all students, universities and schools must ensure that each classroom is under the care of a competent teacher (Danielson, 2001)
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Purposes for Teacher Evaluation
To improve performance (teaching and learning) To make administrative (personnel) decisions To foster professional development To identify staff development needs To validate the selection process and variables used in selection To identify exceptional performance To determine the placement, transfer, or promotion of staff
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Types
Formative: Provides feedback which is used during the [teaching] process for improvement. It is continuous, diagnostic, remedial, and low stakes.
Summative: ...used after [the teaching] process has been completed. Grading and accountability are major outcomes. It is terminal, finite, descriptive and high stakes.
After Scriven, 1967.
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What is effective teaching?
Effective teachers:
have high expectations for all students
contribute to positive academic, attitudinal, and social outcomes for students such as regular attendance, on-time promotion to the next grade/level, on-time graduation, self efficacy, and cooperative behaviour.”
(Approaches to Evaluating Teacher Effectiveness. Goe, Bell, Little, June 2008)
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Effective teachers
use diverse resources to plan and structure engaging learning opportunities;
monitor student progress formatively, adapting instruction as needed;
and evaluate learning using multiple sources of evidence. contribute to the development of classroom and schools that value diversity and civic mindedness.
collaborate with other teachers, administrators, and educational professionals to ensure student success[..]
(Approaches to Evaluating Teacher Effectiveness. Goe, Bell, Little, June 2008)
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Symptoms of Marginal/Weak Teaching
Poor/weak/skimpy lesson planning
Unclear lesson outcomes
Failure to actively engage students
Weak classroom management
Failure to model behavior expected of students
Failure to check for student understanding (student assessment) For further study see: Edwin Bridges, The Incompetent Teacher, 1986 .
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Focus of teacher Evaluation 1. Characteristics of the individual 2.
Products of the individual (Results) 3. Processes used by the individual
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Basic Assumptions in Teacher Evaluation
Teaching is a learned profession, not a genetic endowment.
Many principles governing effective teaching can be described, taught, observed, and documented in practice.
Artistry beyond the science of teaching exists, can be observed, but seems not be predictably acquired through direct instruction.
All teachers (and administrators) should continue to grow in professional effectiveness and artistry as a condition of employment .
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Basic Assumptions in Teacher Evaluation
The most critical professional performance of a teacher is daily teaching.
All other behaviors are secondary.
Summative evaluation determines from outstanding to unacceptable.
final assessment of the teacher’s efforts.
a year’s professional performance and certifies that an individual has performed at a level that may range It becomes the
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Basic Assumptions in Teacher Evaluation Summative evaluation is fair and just if, and only if has three qualities:
it It must be based upon many performance samples (not one observation, evaluation, or hearsay).
Evaluation should only be done by a trained evaluator.
It must be based on stipulated criteria with meanings common to teachers and evaluators Competent Evaluators must demonstrate expertise in two key areas: A) B) Knowledge of research-based, cause-effect relationships between teaching and learning Competence in observation and conferencing skills From Madeline Hunter, “Create rather await your fate in teacher evaluation.” Teacher evaluation: Six
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prescriptions for success, ASCD, 1988, pp. 34-35 .
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Systematic process of evaluating performance can contribute to:
teacher’s professional growth
teacher effectiveness
and therefore, to more effective student learning
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A Blueprint for Teacher Evaluation
Clear definition of teaching (the “what”)
Instruments and procedures that provide evidence of teaching (the “how”)
Trained evaluators who can make consistent judgments based on evidence
Process for teachers to understand the evaluative criteria
Process for making final judgment
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Teacher Evaluation System
What
Evaluative Criteria
Levels of Performance
Weighting
Score Combining
Standard Setting How
Procedures Instruments Personnel Timelines Due Process Training for Evaluators LOGO
Major Teacher Evaluation Problems
Interrater Reliability – Variances in ratings between evaluators Halo Errors – Rater is affected by a general feeling toward the evaluatee Leniency Errors – Individuals are rated higher than they deserve Central Tendency Errors – Evaluator does not give extremely high or low ratings Contrast Errors – Rater uses him/herself as yardstick to assess others Bias Errors - Rater is influenced by physical attractiveness, race or ethnic background, gender, or social standing of teacher in school or community.
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Sources of evidence
1.
2.
3.
4.
5.
6.
7.
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Student ratings Peer ratings Self-evaluation Videos/observation Student interviews Learning outcome measures Teaching portfolios Teacher artifacts
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Examples of artifacts
Unit plan, including student assessment Instructional artifact from the unit Samples of student work, with teacher comments Commentary Examples of record-keeping Examples of communication with families Evidence of contributions to school, profession Evidence of professional growth Evidence of student learning
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