LOGO 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 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. YOUR COMPANY NAME or YOUR SITE ADDRESS

LOGO 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 YOUR COMPANY NAME or YOUR SITE ADDRESS

LOGO 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) YOUR COMPANY NAME or YOUR SITE ADDRESS

LOGO 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 YOUR COMPANY NAME or YOUR SITE ADDRESS

LOGO 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, YOUR COMPANY NAME or YOUR SITE ADDRESS

LOGO 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) YOUR COMPANY NAME or YOUR SITE ADDRESS

LOGO 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) YOUR COMPANY NAME or YOUR SITE ADDRESS

LOGO 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, YOUR COMPANY NAME or YOUR SITE ADDRESS

LOGO Focus of teacher Evaluation 1. Characteristics of the individual 2.Products of the individual (Results) 3. Processes used by the individual YOUR COMPANY NAME or YOUR SITE ADDRESS

LOGO 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. YOUR COMPANY NAME or YOUR SITE ADDRESS

LOGO 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. YOUR COMPANY NAME or YOUR SITE ADDRESS

LOGO 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 YOUR COMPANY NAME or YOUR SITE ADDRESS

LOGO Systematic process of evaluating performance can contribute to:  teacher’s professional growth  teacher effectiveness  and therefore, to more effective student learning YOUR COMPANY NAME or YOUR SITE ADDRESS

LOGO 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 YOUR COMPANY NAME or YOUR SITE ADDRESS

LOGO Teacher Evaluation System How Procedures Instruments Personnel Timelines Due Process Training for Evaluators What  Evaluative Criteria  Levels of Performance  Weighting  Score Combining  Standard Setting

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. YOUR COMPANY NAME or YOUR SITE ADDRESS

LOGO Sources of evidence 1.Student ratings 2.Peer ratings 3.Self-evaluation 4.Videos/observation 5.Student interviews 6.Learning outcome measures 7.Teaching portfolios 8.Teacher artifacts YOUR COMPANY NAME or YOUR SITE ADDRESS

LOGO 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 YOUR COMPANY NAME or YOUR SITE ADDRESS