...’ S G U I D E T O TEACHING ASSESSMENT & EVALUATION INTRODUCTION NEED FOR THE GUIDE The Teaching Assessment and Evaluation Guide provides instructors with starting-points for reflecting on their teaching, and with advice on how to gather feedback on their teaching practices and effectiveness as part of a systematic program of teaching development. As well, the Guide provides guidance on how teaching might be fairly and effectively evaluated, which characteristics of teaching might be considered, and which evaluation techniques are best suited for different purposes. The Teaching Assessment and Evaluation Guide is a companion to the Teaching Documentation Guide (1993), also prepared by the Senate Committee on Teaching and Learning (SCOTL). The Documentation Guide (available at the Centre for the Support of Teaching and on the SCOTL website) aims to provide instructors with advice and concrete suggestions on how to document the variety and complexity of their teaching contributions. Teaching is a complex and personal activity that is best assessed and evaluated using multiple techniques and broadly-based criteria. Assessment for formative purposes is designed to stimulate growth, change and improvement in teaching through reflective practice. Evaluation, in contrast, is used for summative purposes to give an overview of a particular instructor’s teaching in a particular course and setting. Informed judgements on teaching effectiveness can best...
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...1973 to 1983 there was an increase in SET use from 29% to 86% in US colleges and universities. SETs have a widespread use today in higher education. The use of SETs has spread and has also become popular in U.K. and Australia (Densona, Loveday, & Dalton, 2010). Recent research initiated by Frick, Chadha, Watson, & Zlatkovska, developed a new course evaluation instrument for assessing Teaching and Learning Quality (TALQ). TALQ assesses teaching, learning, and the quality of learning. In other words, the assessment is for the teacher, the student, and the curriculum. A course evaluation can be a paper or electronic evaluation of a course and the instructor responsible for teaching the course. They are meant to provide constructive criticism and useful feedback so that the teacher or school can improve their quality of teaching. A course evaluation can be used for promotion purposes, tenure, or salary increases. In education, course evaluations are used to demonstrate the effectiveness of teaching and a measure of performance. It also enhances the instructor’s teaching style, when...
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...Cornerstones of Change: Roles and Qualities of Teacher Leaders By: M. Pierce Course: ED625 Word Count of Article: 2200 Abstract The purpose of the paper is to examine different types of teacher leaders and examine their possible roles in our schools and effect on our educational system. Herein, I focus on the teacher leadership qualities of collaboration, ethics, trust, vision, decisiveness, and thirst for knowledge. Furthermore, I present the notion that teacher are the heart of change, not only because they are the people who instill the change but through shared leadership model it. In achieving this aim, I describe how leadership qualities can facilitate educational reform centered on the present generation of learners. Introduction In this modern era of change and educational accountability, the role of school manager has grown in complexity and many school administrators welcome the effective collaboration of teacher leaders. Many principals find that administrative and accountability tasks can take their time and energy away from being effective educational leaders. The volume of paperwork and the multifaceted nature of the problems to be solved are increasing. It is difficult for school leaders to offer adequate assistance and guidance to teachers who want to experiment and find new ways to engage their students. The school leader may not have the expertise to advise teachers about instruction, curriculum, procedure, new practices, and new technologies...
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...Some people think that to improve the high quality of education, students should be encouraged to evaluate and criticise their teachers' performance while others claim that this activity is conducive to the disappearance of respect and discipline in classroom. I partly agree with the former idea for the following reasons. To begin with, students know their teacher better in the domain of teaching effect than any other people, such as headteachers, supervisors of the government. If we can compare the teaching service as a kind of commodity, say clothes, the people who know the quality of this commodity best must be the people who use it, say patrons. Students are the patrons of the educational service and have the right to evaluate its quality. Additionally, if students have the chance to evaluate their teachers, the attitude of teachers will change significantly. In the past, local newspaper often reported that students were physically punished by their teachers, only because they did not finish their homework. When students have the privilege to express their opinion of their teachers, the situation will change. Consequently, in order to get a reasonable score, teachers will pay more attention to their students' need. For example, a teacher may spend their off-campus time helping students resolve academic questions. What is more, under the pressure of evaluation, teachers will try their best to improve the quality of teaching. For instance, there are many old-fashioned...
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...media have influenced all walks of life. Education is no exception to this. The use of computers and the internet for enhancing the quality of education by making learning more relevant to life has been seen as an ideal by educational institutions. The citizens of tomorrow who are our students now are going to live in the age of the electronic media. How are we preparing them for the same? Are we giving them technology based Education? Are we giving them exposure to the use of computers and the itnernet? Have we integrated the ICT into classroom processes? What are the efforts made by the department in this direction? What does policy say about ICT in Education? There are several such questions which we need to probe into. An understanding of these issues will enable us to use the ICT more meaningfully in Education. Information and Communication Technologies have recently gained groundswell of interest. It is a significant research area for many scholars around the globe. Their nature has highly changed the face of education over the last few decades. For most European countries, the use of ICT in education and training has become a priority during the last decade. However, very few have achieved progress. Indeed, a small percentage of schools in some countries achieved high levels of effective use of ICT to support and change the teaching and learning...
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...TIED TO STUDENT PERFORMANCE? Akkuzu, N. (2014). The Role of Different Types of Feedback in the Reciprocal Interaction of Teaching Performance and Self-efficacy Belief. Australian Journal of Teacher Education, 39(3). Retrieved from http://ro.ecu.edu.au/ In this article, the purpose of this study was to explore the role of feedback based on self-efficacy belief sources in the reciprocal interaction of teaching performance and self-efficacy beliefs. A single case study design was employed to address and began to bridge the gap in our understanding of the relationship between feedback, self-efficacy belief and teaching performance. The data for this study were collected in the form of semi-structured interviews from 6 volunteer 5th-grade chemistry student teachers. The data was analyzed based on an inductive analytical approach. The results indicated that different types of feedback based on self-efficacy belief sources directly affected the student teachers' self-efficacy beliefs and teaching performance. It may be concluded that different types of feedback provided key paths for student teachers to better understand their own developing teaching performance and that of other teachers. I agree with Akkuzu’s with the role of different types of feedback in the reciprocal interaction of teaching performance and self-efficacy belief. Because, due to the data that was analyzed based on an inductive analytical approach. Someone or scientist...
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...istockphoto Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling-Hammond October 2010 w w w.americanprogress.org Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling-Hammond October 2010 Contents 1 Introduction and Summary 5 Why performance assessments are needed 7 National Board Certification 9 Assessment of beginning teachers 11 Prospects for a national system of Teacher Performance Assessments 12 How performance assessments can help teachers improve their practice 17 Improving preparation through the use of performance assessments 22 Policy recommendations and conclusion Introduction and Summary Parents, practitioners, and policymakers agree that the key to improving public education in America is placing highly skilled and effective teachers in all classrooms. Yet the nation still lacks a practical set of standards and assessments that can guarantee that teachers, particularly new teachers, are well prepared and ready to teach. This report discusses a promising approach to the question of how to measure teacher effectiveness. Specifically, it describes the ways in which assessments of teacher performance for licensing and certification can both reflect and predict teachers’ success with children so that they can not only inform personnel decisions, but also...
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...Report Assuring quality in education has been the goal of educators for centuries. According to UNICEF every child has a right to an Education. This is also supported by the UN Convention on the Rights of the Child (1989) which says, “Every child has the right to an education which develops their personality, talents, and abilities to the fullest.” The Ministry of Education of Trinidad and Tobago along with UNESCO supports these objectives and worked together to develop programs that would address these issues. The Education Policy Paper (1993 – 2003) states, “Every child has an inherent right to an education that will enhance the development of maximum capability regardless of gender, ethnic, economic, social or religious background.” One project that has been agreed upon is Education for All. Education for All has as one of its goals ‘improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.” This goal can only be achieved through the ‘delivery of a systemof quality education to students at all levels of the education system.’ In order to provide quality education to students it is important that all stakeholders play an active role in the education process. Therefore it is important that teachers continually upgrade and develop their skills to be able to identify and properly meet the needs of students. The ministry...
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...where good practice was identified. | |Part A describes the quality of ICT education in primary and secondary schools over this period. Part B considers how tackling | |assessment, vocational qualifications, value for money and resources might improve ICT provision. | | | Age group: 4–19 Published: March 2009 Reference no: 070035 Contents Executive summary 4 Key findings 5 Recommendations 7 Part A. The quality of ICT education 8 Primary schools 8 Secondary schools 17 Quality of provision 19 Leadership and management 24 Part B. Issues in ICT 29 Assessment as a driver for improving ICT capability 29 Re-thinking ICT qualifications and progression routes 31 Is it worth it? Value for money judgements on ICT 33 Getting ICT to the learning 35 Notes 38 Further information 38 Publications 38 Organisations 39 Executive summary This report draws on evidence from the inspection of information and communication technology (ICT) in more than 177 schools between 2005 and 2008. The schools selected represented the range of schools nationally and included small, large, rural and urban schools from across England. Part A reports on the quality of provision of ICT in primary and secondary schools and its impact on achievement and...
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...other children, communicating with other individuals, and eventually to learn how to maintain relationships which are bound to last for a long time or forever; 2) having to develop their physical skills; 3) teaching them what makes sense by developing their intellectual abilities; 4) polishing their talents, for instance, in music or art or reading or writing or singing; and 5) expanding their emotional intelligence by building their self-confidence, helping them understand their emotions, as well as, coping with it. Children’s Development’s Impact on Teaching and Learning The aforementioned elements will surely help in the children’s development and this is in turn will have an impact on the educator’s teaching and learning. Explaining further, an Early Childhood Educator who is highly passionate about his or her work always takes into consideration how the child developed after being taught or handled by him or her (RAND Corporation, 2005). This greatly impacts the teaching of the Early Childhood Educator; this adds to his or her joy since it is his or her passion to teach. This joy, in turn, will teach and motivate the child to improve more; he or she will then strive for excellence – he or she will do his or her best to become more effective as an Early Childhood Educator by learning more about his or her field. Early Childhood Educator’s Challenges In spite of the positive impact on teaching and learning that the children’s development will bring about, there are still...
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... a vocalist, a speaker, an analyst, a trainer, a guide, an anchorperson and a judge. Our research shows that the images of an ideal teacher remain fresh and green in the memory of students throughout their lives. The paper carries some suggestions and concludes that the blend of personal and professional qualities and didactic knowledge of the subject are valued key points. This study also set path for further and deeper discussion of images of a good teacher at all levels in general and at tertiary level in particular. Keywords: Role model, Quality Education, Lucidity, Evaluation, Instructional objectives Teachers: The Epitome of Pedagogy 1. Introduction Teachers are the architects of a nation. It is richness of teachers' talent that fabricates intellectual and academic architecture. It is the mosaic of talented teachers that would bring renewed vitality. Before we discuss the qualities of this constellation of educators, we have to address the query that why are the quality of a teacher important. Because good teaching leads to effective learning, which in turn means thorough and lasting acquisition of the knowledge. (How to improve teaching quality). Also, the Quality Education is a...
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...Gibbs Reflective Assignment On Non-Verbal Communication With A Patient With Demenita Introduction This assignment is a reflective account of my first experience when assisting a patient to eat lunch. For the purpose of this assignment I will refer to this patient as Mrs C to maintain confidentiality and comply with the NMC code (2008). It will discuss the importance of non-verbal communication when providing effective nursing care to the elderly. Description Thoughts and Feelings Evaluation I felt this first experience was very rewarding and a big learning curve for me in caring for others. I was delighted that I had been able to support Mrs C to eat nearly all of her meal which she clearly enjoyed. The ‘protected mealtime’ policy ensured that I had time to dedicate to assist her and as she did not have the ability to feed herself, without my help she would have eaten very little or nothing at all. In order to communicate with Mrs C, I modified the usual rules of communication. I did not speak to Mrs C in an inappropriate way or use elder talk which may have damaged her self esteem and confidence (Argle 1994). I talked to her as I would address any adult but put more emphasis on non-verbal communication which according to Caris Verhallen (1999) is the main way in which humans communicate, in order for her to receive my message, extract the meaning and give me feedback. By holding Mrs C’ gaze I was maintaining communication and encouraging engagement and interaction...
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...within the organization (Benson, Lawler & McDermott 2012). Performance appraisals allow the administrator to evaluate how well the employee is coping with their work, what their abilities and understanding are and what their obligation and performance goals are moving forward (Lacho, Stearns & Whelan 1991). This paper will report and critically analyze the performance and appraisal methods of a school of which the author is familiar with. This...
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...CHAPTER I INTRODUCTION All school aims to improve teaching and learning. Though there are differences in how the school will go about it. The task of organizing, coordinating, monitoring and supporting teachers in their efforts to provide high-quality learning opportunities for students are important in developing instructional program that are needed for every classroom. As different as the approaches to school reform are, it lies on their success on the motivations and capacities of leadership. Change of improving student learning is quite complicated unless school leaders agree with its purposes and appreciate what is required to make it work. Instructional leaders must also, for example, be able to help their colleagues understand how the reform might be integrated into local improvement efforts, provide the necessary supports for those whose practices must change . In the hectic environments of schools, with the array of demands on leaders, principals and other leaders are generally viewed as unprepared to lead instructional improvement efforts (Levine, 2005). The ultimate goal of instructional leadership was to improve teaching, and meaningful supervision became the instrument to assist teachers in developing and growing in their professional knowledge, skills, and abilities. CONCEPTUAL FRAMEWORK Leadership is described as power granted with the will of the followers. It is authority readily invested in a trusted person and thus qualifies as...
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...Leadership Commentary Introduction Leadership is an important quality in all nurses. It is relevant to all levels of nursing and increases the quality of care we are able to give to our patients (James P. Smith, 2006). Leadership in nursing is not necessarily about being in charge but more about being able to make confident and competent decisions and influence the behaviour of others to ensure the best patient care is delivered. Throughout a community placement I endeavoured to improve my leadership skills and made use of an action plan to do this. I will make use of Gibbs (1988) reflective cycle to evaluate and reflect on this process. Gibbs is a simple and effective method of reflection and will allow a focus on the event and give a clear structure to the commentary and will also allow an action plan to be formulated to ensure the process is ongoing. Description During a placement with the district nursing team I identified leadership skills which I felt I needed to improve, which were achievable and relevant to nursing practice. I also took into consideration the leadership qualities framework from the NHS institute of innovation and improvement ( NHS institute for innovation and improvement,2005) this highlights a number a important aspects of leadership such as empowering others, collaborating with others and leading change through people. I felt that these were important and the skills which I would develop should be based around these concepts. The skills...
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