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Methods of Evaluating Teaching

This document discusses different methodologies for assessing teacher effectiveness. It identifies several key areas that can be assessed, including instructional delivery, planning, and student assessment. Multiple measurements are recommended, such as evaluating teaching delivery, planning, student assessment, independent studies, peer evaluations, advising/mentoring, and professional development. A variety of techniques are described like classroom observations, analyzing artifacts, student and peer evaluations, and self-assessments. The goal is to choose methods that provide constructive feedback to help teachers grow professionally and improve student outcomes.

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Ysay Laviña
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353 views6 pages

Methods of Evaluating Teaching

This document discusses different methodologies for assessing teacher effectiveness. It identifies several key areas that can be assessed, including instructional delivery, planning, and student assessment. Multiple measurements are recommended, such as evaluating teaching delivery, planning, student assessment, independent studies, peer evaluations, advising/mentoring, and professional development. A variety of techniques are described like classroom observations, analyzing artifacts, student and peer evaluations, and self-assessments. The goal is to choose methods that provide constructive feedback to help teachers grow professionally and improve student outcomes.

Uploaded by

Ysay Laviña
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Different Methodologies and Alternative Approaches of Assessing Teacher Effectiveness

Teaching effectiveness of the faculty is one of the most critical areas that need to be
considered. The success of the students will depend to a great extent, upon how well the
teachers have trained them.
In general, teacher evaluation refers to the formal process a school uses to review and rate
teachers’ performance and effectiveness in the classroom. Ideally, the findings from these
evaluations are used to provide feedback to teachers and guide their professional development.
Teacher evaluation is defined as a systematic procedure for reviewing the performance of a
teacher in a classroom and analyzing the review to provide constructive feedback for the
teacher's professional growth.
Evaluation helps to build an educational program, assess its achievements and improve upon
its effectiveness. Evaluation plays an enormous role in the teaching-learning process. It helps
teachers and learners to improve teaching and learning.

What standards will you use to evaluate your effectiveness as a teacher?


The approach most commonly in use is to evaluate effectiveness through direct observation of
teachers in the act of teaching. Then, other methods—principal evaluations, analyses of
classroom artifacts, portfolios, self-reports of practice, and student evaluations—are examined
Areas to assess:
 Organization of subject matter and course
 Communication
 Knowledge of the subject matter
 Enthusiasm for the subject and for teaching
 Attitude toward students
 Fairness in testing and grading
 Flexibility in approaches to teaching
 Appropriateness of student learning outcomes
When choosing methods to assess the effectiveness of your teaching, these are following
guidelines:

 Avoid techniques that don’t appeal to your intuition and judgement as a teacher.
 Do not allow any self-assessment to become a burden and a chore.
 Choose techniques that will benefit yourself and your students.
 Estimate and plan for how much class time it will take.
 Do not use these techniques too often—if the students find them predictable and
monotonous, the information will not be as useful.
 Brief written exercises are good for encouraging shy students to express their thoughts.
 Anonymity encourages students to be frank without the possibility of penalty.
Multiple measurements to evaluate the teacher’s effectiveness:
1. Teaching Delivery (including quality, amount, and level of
classroom instruction)
2. Planning (including development of course materials, course
revision, development of new methods and activities)
3. Student Assessment (including appropriate level of assignments,
exams, grading standards)
4. Independent Studies, projects, self-study, initiatives.
5. Colleagues and peers evaluation
6. Advising and Mentoring.
7. Professional Development and Innovation around Teaching

1. Instructional Delivery (including quality, amount, and level of classroom instruction)


The conventional delivery system refers primarily to classroom instruction in which
instructors are physically present and interact with students in a face-to-face
environment.
Things to consider:

1. Teacher preparedness.

2. Delivery of instruction

3. Execution of lesson plan.

4. Students evaluation results

5. Teacher interaction with students.


2. Planning (including development of course materials, course revision, development of
new methods and activities)
Planning a class, in which you want students to act on, think about, scrutinize, or
practice using material requires a different form of preparation. Therefore, need to focus
your preparation on how to deliver the lesson comprehensively.
The teacher needs to accomplish the following:
 Are you introducing students to a specific topic?
 Getting them to contrast in different views?
 Teaching them a skill?
 Illustrating a problem?
3. Student Assessment (including appropriate level of assignments, exams, grading
standards)
The purpose of grading is to describe how well students have achieved the learning
objectives or goals established for a class or course of study. Grades should reflect
students' performance on specific learning criteria.

Teacher should make a plan for evaluating the students and stick to it. Evaluation
procedures should be decided on when the course is in the planning stages. If you are
working with teaching assistants or colleagues, meet with them and decide what kinds
of evaluation methods are to be used. Then decide how the students’ work should be
graded and what proportion of the final mark each assignment, quiz, etc., will comprise.
4. Independent Studies, projects, self-study, initiatives
One broad definition of independent learning or autonomy in learning is: "The ability to
take charge of one's learning." Holec (1981:3) Being able to make informed choices and
taking responsibility for your own learning activities are two facets of learning
independently.
Reasons for independent Studies, projects, self-study, initiatives

 Increase professional knowledge and training.

 Increase earnings.

 Improve low-functioning work processes or relationships.

 Have new experiences.

 Attain a leadership role.

 To develop teaching skills

 To be updated on the new techniques in teaching

 To deliver effective ways of teaching the students


5. Colleagues and peers evaluation
Teacher evaluation is defined as a systematic procedure for reviewing the performance
of a teacher in a classroom and analyzing the review to provide constructive feedback
for the teacher's professional growth.
Sample of co-teaching evaluation
6. Advising and Mentoring
In academics, mentor is often used synonymously with faculty adviser. A fundamental
difference between mentoring and advising is more than advising; mentoring is a personal,
as well as, professional relationship. An adviser might or might not be a mentor, depending
on the quality of the relationship. A mentoring relationship develops over an extended
period, during which a student's needs and the nature of the relationship tend to change. A
mentor will try to be aware of these changes and vary the degree and type of attention,
help, advice, information, and encouragement that he or she provides.
7. Professional Development and Innovation around Teaching
Professional development training can help teachers to become better at planning their
time and staying organized. This ultimately makes teachers more efficient and gives
them extra time to focus on students rather than the paperwork. Students expect
teachers to be subject matter experts for the topics they teach.

Tasks for Professional Growth


 Action Research. In undertaking action research, educators begin by asking how current
practice might be improved
 Book Study
 Classroom/School Visitation
 Collaborative Curriculum Development
 Conference Audio Tapes
 Conferences
 Community/Service Organizations
References:
http://www.crlt.umich.edu/resources/evaluation-teaching/methods
https://www.google.com/search?client=firefox-b-
d&sxsrf=ACYBGNQml3yBc17NXoGkHRTcnts7draTOw
%3A1573531663566&ei=DzDKXfWYIsH6wQPPw63IAQ&q=methods+of+assessing+teachers+effe
ctiveness&oq=methods+of+assessing+teachers+effectiveness&gs_l=psy-
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https://www.questionpro.com/blog/teacher-evaluation/
https://www.educationnext.org/can-teacher-evaluation-improve-teaching/
https://www.thoughtco.com/school-administrators-guide-to-teacher-evaluation-3194544
https://www.edweek.org/ew/section/multimedia/teacher-performance-evaluation-issue-
overview.html
http://www.apjmr.com/wp-content/uploads/2016/12/APJMR-2017.5.1.03.pdf
https://www.google.com/search?client=firefox-b-
d&q=7.%09Professional+Development+and+Innovation+around+Teaching

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