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Teacher evaluation

Dr Kia KaravasSession 5

Evaluation and testing in language education

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Good and bad evaluation…

Poor evaluation, whether of students or of staff, renders an unfair judgement and fails to reveal shortcomings in performance.

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. Evaluation for improvement, i.e. Quality enhancement leading to development and improvement of learning, teaching etc

2. 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 planningUnclear lesson outcomesFailure to actively engage studentsWeak classroom managementFailure to model behavior expected of

studentsFailure 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 a year’s professional performance and certifies that an individual has performed at a level that may range from outstanding to unacceptable. It becomes the final assessment of the teacher’s efforts.

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Basic Assumptions in Teacher Evaluation

Summative evaluation is fair and just if, and only if it has three qualities:

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)Knowledge of research-based, cause-effect relationships between teaching and learning

B)Competence in observation and conferencing skills

From Madeline Hunter, “Create rather await your fate in teacher evaluation.” Teacher evaluation: Six

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 SystemTeacher Evaluation System

How Procedures

Instruments

Personnel

Timelines

Due Process

Training for Evaluators

What Evaluative Criteria

Levels of Performance

Weighting

Score Combining

Standard Setting

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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. Student ratings2. Peer ratings3. Self-evaluation4. Videos/observation5. Student interviews6. Learning outcome measures7. Teaching portfolios8. 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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