Self-evaluation Script

The Role of Self-Evaluation in improving teaching and learning in the

classroom

Unit sub-
goals 1. Use your understanding of the link between provision (teaching) and outcomes
(learning) to improve learning in your classroom.

2. Apply the skill of classroom observation to collect evidence for self-evaluation and
understand how to improve students’ learning.

3. Use work scrutiny as part of self-evaluation, and use the findings to improve
teaching and students’ learning.

4. Use discussions with students as part of self-evaluation, and use the findings to
improve teaching and students’ learning.

5. Use evidence triangulation and make accurate and insightful evaluations to

support sustainable school improvement.

Unit two Introduction

U2-V1

Welcome!
In this unit, We will consider the importance of self-evaluation
in classrooms and explore the concept of self-evaluation as a
collective responsibility within the school community.
At its heart, is each teacher’s ability to evaluate the
quality of provision and outcomes in their own classroom.

By understanding the fundamental role of reflective practice

in school improvement, we will emphasize the importance of
directing our focus toward the learner and learning outcomes.

By using a framework for making informed judgments,

teachers, as well as leaders, will develop the ability to
accurately evaluate the quality of education and identify
strengths as well as areas for improvement.

See you in the first video of this unit!

Hold and smile

Essential characteristics of effective teaching and learning

U2-V2

Hello again,

In this video, we will develop our thinking about the essential

characteristics of effective teaching and learning.

In particular, we will consider how teachers can systematically

evaluate students’ understanding through a variety of
assessment strategies, identify any weaknesses and
provide clear feedback.

Strategies to assess students’ attainment and progress

should include observation, discussion and work scrutiny.

After this, teachers should respond and adapt their teaching

as necessary in order to create an environment that focuses
on gains in students’ learning over time.

For example, rich and varied questioning which responds to

the differing needs of learners is a powerful means by which
to develop understanding and assess their learning.

Questioning provides opportunities for students to talk

about what they have learned and identify any gaps in their
learning.

In-line with Rosenshine’s principles, the approach to effective

questioning can be summarised as follows:

1. Firstly, ask a large number of questions and check for

understanding.
2. Next, ask students to explain what they have learned, and
check the response of all students.
3. Lastly, provide systematic feedback and corrections.

The most effective teachers ask the most questions, involving

most students and probing in the most depth.
They take more time to explain, clarify and check for
understanding.

In addition, they ask students to explain the process they

have used to answer a question – to narrate their thinking.

Meeting the needs of all groups of students

Effective teachers are always alert to the needs of different

groups of students in their classrooms.

As they strive to meet those needs, they should always be

mindful of the challenge of meeting a wide range of needs
successfully.

Adaptive teaching has been shown to be an effective and

efficient approach.

It involves continuously assessing the strengths and needs of

all learners and adapting teaching accordingly, through,

for example, providing varying levels of support, using

different resources or adjusting the pace of teaching.

While this approach emphasizes the need for teachers to

tailor learning for different students,

it does not expect teachers to provide different learning

activities to match every child’s level of understanding,
This approach to what is often called ‘differentiation’ can
sometimes lead to unsustainable and overly-personalized
approaches.

Instead, the focus of adaptive teaching is much more on

accurately diagnosing students’ needs, and varying the
support provided in response – whether it be for a child
struggling with learning or for a child who is excelling. This
diagnosis usually happens as the result of what is called
‘formative assessment’.

Formative assessment is crucial to adaptive teaching.

Teachers can only provide appropriate support if they first

accurately gauge students’ understanding.

Thinking about how, when and why assessment will be

carried out in the course of a lesson or across a sequence of
learning is essential.

Teachers should consider how they plan to promote the

independence and participation of all students, and should
pay close attention to how they model tasks and give
instructions. T

hey should take care not to overload students with too much
information. To make this adaptive teaching work effectively
requires quick, on-going formative assessment.
Let’s consider these questions:

Are formative assessment opportunities regularly built into

your lesson planning?

To what extent are you using observation, questioning,

discussion, and work scrutiny as strategies for formative
assessment?

Are questions posed in such a way as to support and

challenge all students?

Do you use ‘differentiation’ or ‘adaptive teaching’ as the

main strategy for meeting the needs of students?

What do you think the pros and cons are of ‘adaptive

teaching’?

How do you promote independence and secure participation

in learning for all students?

Does all assessment need to be ‘written down’ or recorded?

How would a teacher decide? Which forms of assessment
might not need to be recorded?

See you in the next video

Thank you.
 Hold and smile

Performance Tracking and Student Evaluation

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Hello again!

An effective and rigorous system for tracking and evaluating

students’ progress and attainment is a critical step towards
ensuring that the learning needs of students are met.

The school’s tracking system should provide a simple,

accurate picture of students’ attainment and progress, at
different levels, from individual students and groups of
students, right up to subjects and grades or year groups.

At the classroom level, it is the teacher's responsibility to

ensure that this record is accessible and is regularly
analyzed, reviewed and updated. Staff will also provide
transparent and easily accessible data to different
stakeholders, including students and parents.

This promotes effective communication and fosters an

understanding of the achievement and outcomes for all the
school’s students.
An effective tracking system enables teachers to
understand the progress of each student individually, as well
as for different groups. Teachers can monitor students who
may need additional support or guidance.

Additionally, the system allows the school to analyze data to

understand the overall performance of classes, Grades and
subjects across the school and to identify areas that need
improvement.

Assessment information gathered by teachers should be used

to inform an ongoing dialogue, particularly about students
who may be underachieving and any individual students or
groups of students who may be vulnerable.
This dialogue should always lead to specific actions to
address any gaps or misconceptions in students’ learning,
and help them to make better progress.

For example, teachers can use data from assessments to

adjust their teaching strategies, such as adapting activities to
meet the needs of higher-attaining or gifted and talented
students.
Now, let me pose some questions for you:

1. To what extent do you track students' attainment and

progress in your class and school?

2. How successful are you in using attainment and progress

data to identify and plan support for those students who are
making slower progress and at risk of underachievement?

3. How do you ensure the accuracy of your assessments of

attainment and progress?

4. To what extent are you familiar with students' previous

attainment and progress?

5. How well do you know the standards expected for different

age groups and in different curriculum areas?

6. Based on evaluations of attainment and progress, to what

extent are end-of-year targets set, based on prior attainment
and national or curriculum expectations?

The curriculum, lesson planning and focused teaching should

be regularly refined and adjusted by teachers to meet the
specific needs and interests of individual students, groups of
students and the whole class.
 This is so that all students are able to learn well and have
the opportunity to reach the levels of attainment they are
capable of.

Reflect on the responses to these questions and document

them below the video!

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evaluating students’ behavior and attitudes

U2-V4

Hello again ,

Next, we are moving on to the evaluation of students'

behavior and attitudes.

Teachers have an overriding responsibility to help students

achieve the best possible outcomes.

What is provided in the classroom and around the school to

help them develop good behavior and attitudes is significant
in supporting this goal.

Therefore, evaluating the quality of the learning environment,

and students’ behavior and attitudes, is crucial for teachers
and leaders.
This evaluation includes:

Firstly, the importance of a safe and happy learning

environment. This means evaluating the extent to which the
learning environment is one in which students feel safe and
happy, free from bullying, abuse, and violence.

Next, whether there is an ethos in which adults know and

care for their students.

This means evaluating the effectiveness of communication

and relationships between teachers and students to consider
the extent to which students' needs are known and
understood.

Also, how well students are motivated to succeed.

Here, we evaluate how successfully teachers and the ethos

of the school encourages the development of students'
motivation and positive attitudes towards learning.

Crucially, there should be clear policies and practices to

promote good behaviour.
We should seek to evaluate leaders’ and teachers'
understanding of how good behaviour is established and
promoted.

In addition, we should explore how consistently everyone in

the school understands and implements these expectations.

Lastly, the priority given to attendance and punctuality.

We might evaluate attendance and punctuality data,

including patterns of attendance of different groups of
students.

Now, let me pose some questions on this topic:

1. To what extent do you evaluate the quality and impact of

the five areas we have explored — in your classroom and in
your school?

2. What evidence do you use to make judgments, and which

stakeholders would you involve to gather this evidence?

3. To what extent do you know the impact of students'

behavior and attitudes on their academic outcomes,
particularly in relation to attendance?
The answers to these questions will provide an indication
of how well students’ personal development and well-being
are being evaluated.

Thank you.

Hold and smile

Assessing Students' Personal Development and Well-being

U2-V5

Hello again!

Teachers and leaders should consider the quality of provision

for students’ personal development when making
judgements about the impact of teaching and learning.

Schools have a critical role to play, along with family and

community, to help students to prepare for their adult lives.

Evidence for the impact of this important role can be

gathered in several ways, including for example;

● 1. the breadth and richness of the curriculum, including

extra-curricular activities, and whether the school
provides elective courses in different areas like arts,
sports, and social sciences.
 Evidence might also be gathered about the organization
of field trips and extracurricular events to enhance students’
experiences.
.

2. Whether students are given opportunities to take

responsibility, to cooperate, and to be tolerant and respectful.

This might include:

- Involving students in collaborative projects that require

joint planning and organization.

- Recognizing students who show initiative and take on

additional responsibilities.

● 3. Evaluating whether the environment is inclusive, and

meets the needs of all students;

- This is very likely to include the provision of extra support

for students with special needs, and raising awareness of
diversity and respecting differences between people.

● 4. Encouraging students’ motivation to learn;

:
 - Through, for example, making use of different teaching
approaches to meet the needs, attitudes and interests of
different students. .

- Introducing intellectual challenges and educational

projects that encourage curiosity and enhance students’
research skills.

● 5. Promoting students’ understanding of how live a safe

and healthy life;
:

- By, for example, including lessons on nutrition and leading

an active lifestyle, and organizing workshops on personal
safety and mental health.

6. Ensuring Students are ready for the next stage in their

education and future lives:

- For example, by offering counseling sessions to guide

students in choosing academic pathways, and providing
guidance and information events highlighting the options and
requirements of the next stage of their education.
SO ..How frequently do you evaluate the quality of the
sorts of factors we have just considered – in your classroom
and in your school?

What evidence do you use to make your judgements and

which stakeholders provide this evidence?

To what extent do you know the impact that students’

personal development is having on their academic outcomes.
Which factors do you think are most significant in this and
why?

Thank you and see you in the next video.

Hold and smile

Developing skills to make accurate evaluations

U2-V6

Hello again!

In order to support a robust dialogue about the quality of

education, schools, education authorities and
governments across the world develop and implement
quality frameworks in order to reach consistent judgements
about aspects of school effectiveness.
Self-evaluation is often about adopting a similar approach in
our own context.
For example, if we are undertaking an evaluation of a
colleague’s lesson - or indeed our own lesson, - we would
typically make use of some sort of agreed framework to help
us come to a consistent and evidence-based assessment of
quality.

These extracts from a typical framework demonstrates the

need for an observer to carefully weigh up the available
evidence in order to make an accurate assessment:

a. To what extent do learners demonstrate at the start of the

lesson that they have acquired knowledge or skills in their
work and can apply this to new learning?
b. To what extent do learners show engagement, application
and concentration to work productively?
c. To what extent have learners developed the capacity to work
independently and collaboratively?
d. To what extent do learners show that they have acquired
new knowledge, skills and ideas and developed their
understanding both in the lesson and over time?
 e. To what extent are learners able to reflect on their own
learning and use this knowledge to plan their work?

Think carefully about these criteria and about a recent

lesson. What judgements would you make against the five
criteria using ‘satisfactory’, ‘good’ or ‘very good’? Write
down the evidence you have for making each of those
judgements. How would you incorporate evidence ‘over
time’, as well as from the lesson itself?

Too often, teaching (or provision) and learning (or outcomes)

are considered separately rather than as related elements,
each of which has influence on the other.

When conducting classroom observations, the emphasis

should be on the learner and the learning process.

Key questions which could be asked include: "What is it like

to be a student in this lesson today?"

“Do students know enough already to be successful in this

lesson?” and "How effectively do the teacher’s pedagogical
choices support learning?" These inquiries naturally lead to
crucial questions,

Are students:

Effectively engaged?
For example, during group activities, what proportion of
students are actively participating, discussing ideas, and
collaborating to solve a problem?

Are students making good or better progress?

We might evaluate how much progress students make in relation

to the learning intentions of the lesson.

What proportion of students are learning well? How are learners

making slower progress supported?.

Are students receiving helpful feedback on their progress?

Does the teacher provide feedback as students are working,

highlighting what has been done well, and where there are
misunderstandings or misconceptions. Do all students find this
feedback valuable and act upon it?

Are students developing a secure understanding of new ideas

which is checked in a range of ways?

This checking could include regular questioning, class discussions,

and activities where students apply what they have learned.

To what extent do students demonstrate a deepening

understanding of new content and concepts?

Are students focusing their efforts on thinking hard and

participating?
To what extent do all students secure a good understanding
of the lesson content?

Do they know what they need to do if they have not successfully

grasped the main ideas?

Are students challenged by a variety of questions and discussion?

How successfully does the teacher provide thought-provoking,

well-scaffolded and challenging questions which helps students
to deepen their understanding, think critically and make progress.

Are students enjoying their learning?

To what extent do all students demonstrate an enthusiasm for

their learning.

How successfully does the teaching ensure that students take

ownership of their learning?

Are students responding well to high expectations?

How well do students, whatever their needs, rise to challenges

and meet expectations?

Are students responding well to enquiry-based activities and

problem-solving opportunities?

Do students have enough knowledge and understanding to

succeed in enquiry-based learning? How well does teaching
prepare them to enquire and problem solve? Do students take
initiative, including in work or projects where they are able to
make choices and take ownership of their learning?

Are students thriving in an environment where relationships

between staff and students are excellent, based on mutual
respect and high aspirations?

To what extent is there a strong rapport between teachers and

students? How well does this ensure a supportive climate in which
students feel comfortable expressing their opinions and asking
questions?

Where appropriate, are students learning in creative and

collaborative ways, with opportunities for independent or group
work?

Are they able to develop new ideas and innovative approaches for
themselves?

How successfully are students developing a wide range of life-

long skills including innovation and teamwork?

Observers should focus on the extent to which all students

are making progress from whatever their starting points and
whatever their potential or prior attainment.
 This includes gifted and talented students, as well as
those needing extra help and support.

Assessing the impact of teaching, over time and in lessons,

rests almost entirely on the progress made by all groups of
students.

Thank you and see you in the next video.

Hold and smile

Recording and analyzing the evidence

U2-V7

Hello again!!

Next, we will move on to recording and analyzing evidence.

As we have seen earlier, observers in classrooms and around

the school should evaluate evidence rather than simply
describe it. This is a common mistake that many evaluators
make.

Simply describing what happens does not tell us anything

about its effectiveness. Evaluation involves focusing on the
impact of what is happening, not only on describing it!

Ultimately, evaluators will make a judgement on the extent to

which good or better progress in learning is taking place.
It is not enough, for example, to know that the teacher has
written the learning objectives on the board at the start of
the lesson.

What we need to know is whether this is contributing to

successful learning. In other words, ‘What is the impact?’

For example, a teacher could simply have written the

learning objectives on the board and not referred to them.

On the other hand, the teacher might discuss them with

students and explore their prior knowledge.

This may help students to improve their understanding of

what they are going to be learning and how they know they
will be successful.

Focusing on the impact of the learning objectives in this

example is the difference between evaluation and
description.

This means that observers should look primarily at student

learning and outcomes. For example, at the extent to which:

● Students of all abilities and backgrounds feel safe,

included, secure and valued;
● Whether teaching is adapted to the potential and needs
of all students;
 ● Whether there is a culture of respect for others and
their learning;
● The extent to which high expectations are set and
students put effort into their learning;
● Whether personal qualities and emotional and social
skills are being developed;
● Whether the teaching finds out what learners already
know and understand, and addresses any
misconceptions or gaps
● Whether clear and appropriate learning goals are set;
● Whether secure knowledge and skills are built for
students to support their future learning;
● The extent to which learners are making good or better
progress in their skills, knowledge, and understanding,
and developing positive attitudes and values;
● Whether appropriate use is made of the opportunities
offered by ICT and e-learning to stimulate and enhance
learning.

It is important to determine what is leading to the outcomes

seen - to ask: “what is the cause of the outcomes I observe?”
So, when we record the evidence we should make clear the
‘input and outcome’ or ‘cause and effect’ or, simply,
evaluating ‘the impact of teaching on learning.
Thank you and see you in the next video.

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Work Scrutiny

U2-V8

Hello again!

A valuable source of evidence is a scrutiny of students’ work.

We may choose to look at students’ work to help us to
evaluate the quality of provision and the contribution to
student outcomes.

Students’ work provides evidence about the extent to which

teaching contributes to students' learning and progress.

Consideration should be given to the quantity and quality of

work, taking into account the starting point and potential of
each student.

When looking at students’ work we might ask:

How well is teaching over time helping students to sustain

good learning?
To what extent do tasks and activities build on previous
learning or address learning gaps?

Is the challenge appropriate, or is the work too easy or too

hard?

Do teachers ensure the completion of work, and do they

provide opportunities for students to respond to feedback?

Does feedback and marking lead to improvements and

better progress?

Are expectations for presentation or handwriting high

enough?

Work scrutiny also allows us to explore questions related to

the curriculum

. For example, does students’ work suggest that they are

following the curriculum appropriately?

Is the curriculum appropriately challenging and stimulating?

Are the choices of activities and tasks in students' work

appropriate to meet the aims of the curriculum?

The work scrutiny can also prompt questions about

assessment. For example, have appropriate targets been set
to ensure that underachieving and vulnerable students have
opportunities to accelerate progress and narrow any
learning gaps?

Is there evidence that students have improved their skills,

knowledge and understanding in line with the curriculum
goals?

How well is assessment used to adapt teaching and what

evidence is there of this in students’ work?

With regard to attitudes and behavior for learning, do

students take pride in their work?

What can we tell from their presentation, organization, and

task completion?

How well do they respond to feedback about their work?

Finally, we can probe questions related to attainment and

progress. Are students on track to reach or exceed age-
related expectations?

Are students making progress from their starting points?

Are any students with lower attainment making enough

progress to narrow attainment gaps by the end of the term or
the end of the year?

Other questions we might ask include:

 ▪ Is the challenge right or is the work too easy or too hard?
For example, do some higher-achieving students get all their
work right and are not challenged any more than other
students? Most of the time, does the teacher give all children
the same work?

▪ Do students take pride in their work, as shown through

presentation, organisation and task completion?
Are most students’ workbooks well-presented?
Are the teacher’s expectations high enough?
Do students get reminders to ensure that standards are
maintained?

▪ Are students making good progress from their starting

points?
Is there evidence that the teacher is carefully planning work to
meet the needs of all students and using adaptive teaching
methods regularly in the classroom?

In conclusion, we have seen that scrutinizing student work is

often a vital tool for triangulating evidence, particularly of
students’ progress and the effectiveness of teaching.

This approach provides valuable insight into how well

students make progress over time and their understanding of
key ideas and concepts in the curriculum.
It also helps us to understand how the choices made by
teachers about the examples used, opportunities for practice
and consolidation, tasks and activities and assessments all
contribute to students’ learning.

By conducting a thorough work scrutiny, teachers can also

identify opportunities for improving the impact of their
teaching on students' learning.

Having a common evaluation framework helps us to reach

consistent and reliable judgements.

Thank you and see you in the next video.

Hold and smile

Using student discussions to evaluate teaching and learning

and students’ personal development and well-being

U2-V9

Systematic and rigorous monitoring and evaluation are

essential to ensure consistent implementation of effective
practice across the school.

For example, a combination of targeted, focused

observations of students’ learning, scrutiny of carefully
selected samples of students’ work and focused discussions
with groups of students are key monitoring activities that
contribute to a school’s self-evaluation and improvement.

Seeking the views and perceptions of stakeholders,

particularly those of students, can provide a valuable insight
into the quality of teaching and learning they experience.

Outcomes from discussions with students can be used to

support the development of the curriculum, improvements to
learning and teaching and improved behaviour or attitudes
which will, in turn, support improved outcomes for students.

Systematic and rigorous self-evaluation by leaders, teachers and

other stakeholders is essential to build an accurate view of school
performance.

Identifying strengths and areas for development, particularly in

teaching and learning, should be a major part of all self-
evaluation.

Through a combination of observations of students’ learning,

scrutiny of carefully selected samples of students’ work and
focused discussions with groups of students, evidence can be
gathered and evaluated.

These evaluations are essential as the basis for school

improvement priorities, with a focus on achieving better
outcomes for students.
As we have seen, making secure and consistent judgements is
best achieved by using a framework of agreed criteria.

This ensures a consistent approach and a robust structure on

which to make reliable judgements.

In conclusion, self-evaluation is an essential part of improving

teaching and learning and school effectiveness.

Through an analysis of outcomes and the factors which contribute

to them, leaders and teachers can direct their efforts in ways
which will help them reach their objectives and goals.

Triangulating evidence, including through classroom observation,

work scrutiny, and dialogue with students, is an essential tool for
identifying strengths and weaknesses.

It is a key element in securing continuous and sustained

improvement. This on-going focus aims to improve learning for all
students and help them to achieve the best outcomes they can.

Thank you

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