Teacher effectivness is the measure part of quality education. Efficient and effective teachers performance is different than normal. But the main problem lies in assessing their work.
If we believe that the synthesis conducted by John Hattie in Visible Learning is valid and statistically sound (which I am inclined to do), we see that within the top effects are formative evaluation, feedback, and teacher clarity. These have been shown to have a very strong influence on student outcomes. When we then look at the work I cited earlier (specifically relevant can be found in Journal of Educational Psychology by Jang, Reeve, & Deci 2010, but others have looked at this as well) feedback, formative evaluation, and clarity are measured in the scales looking at teacher structure, and demonstrated a positive relationship with student engagement. Add to this autonomy support to cover the affective/motivational aspects, and we have covered some aspects of the ideas that build positive teacher-student relationships (e.g. teacher listens to and accepts students' negative affect; provides students with choice; tries to build value and interest in the material)
If we are looking for a clear way to assess how well teachers are communicating meaning to students with good theoretical and previous empirical background, this framework would be well justified.
Teachers need to be assessed using different rubrics and criteria. They also need to be assessed bearing in mind the context they teach in, this means, whether they teach in low-income, magnet, middle-class schools, and what have you.
As a researcher, you must establish the variables. And the relations of those variables with your particular agents of relation. I mean, when you want to measure a effectiveness of a method between teacher and student, a possible variable can be the grades. But if you want to have more detail information, you can always measure the student presence to classroom, the reactions of the students, the difference between a multiple-selection exam ant the qualitative ones. You can always study first the student to eliminate all possible anomaly. I don't believe in grades as a standard to measure effectiveness but at the moment is the only one establish in school. Look for others.
Dear friends thanks for vaulable sugestions and responces. I am trying to make a rating scale for teachers which will be rated by teacher him/her selfes. Is it better or not ?
Good teaching is motivating, engaging, and leads to measurable learning. If you follow work from the Self-Determination Theory perspective (especially recent work by Johnmarshall Reeve and Hyungshim Jang, as well as older work done by Ellen Skinner), one measure of effective teaching could be the degree of autonomy support and structure provided by the teacher.
Also take a look at Visible Learning by John Hattie.
Quint, doesn't this just transfer the problem of measurement from the realm of student-teacher interaction to the equally knotty one of student behavior? What we are really after is a correlation between teacher practices today and student performance tomorrow. The latter are self-determined, it is true, so what we seek is a rubric for evaluating the degree of student ability in the learning environment to judge correctly and generate new concepts correctly. Nevertheless, any hypothesized positive indication of this must also prove indicative of final learning outcomes. Thus, the more we expect of teaching effectiveness evaluations, the more decisive our testing of final learning accomplishments.
If we believe that the synthesis conducted by John Hattie in Visible Learning is valid and statistically sound (which I am inclined to do), we see that within the top effects are formative evaluation, feedback, and teacher clarity. These have been shown to have a very strong influence on student outcomes. When we then look at the work I cited earlier (specifically relevant can be found in Journal of Educational Psychology by Jang, Reeve, & Deci 2010, but others have looked at this as well) feedback, formative evaluation, and clarity are measured in the scales looking at teacher structure, and demonstrated a positive relationship with student engagement. Add to this autonomy support to cover the affective/motivational aspects, and we have covered some aspects of the ideas that build positive teacher-student relationships (e.g. teacher listens to and accepts students' negative affect; provides students with choice; tries to build value and interest in the material)
If we are looking for a clear way to assess how well teachers are communicating meaning to students with good theoretical and previous empirical background, this framework would be well justified.
Teachers are those who prepare generation for the world ,,, The best education systems are those which train teachers in the best way possible not only academically because the teacher is the person who , in fact , brings up his/her pupils / students ,,,he/ she not only provides academic knowledge and information ,,the teachers job is to reform as well as give information,, teachers can be the best or the worst examples for their students in all levels whether primary, secondary , or college education ,, therefore teachers should be very well trained ,, prepared and act to build the students ' personalities ,, to help them achieve the best results ,, In my 26 years of university teaching I have met so many incidents ,, accidents ,, event enriched my own experience as well as my students' experience , During my work I have been the teacher and close friend to all my students who trusted and loved me to the extent that they always shared their personal problems with me ,, I was not only an instructor or a lecturer ,, I was a sister and a close friend ,,,in 1987 ( during Iraq- Iran war) , a fourth year French department male student has planned to kill one of his professors because the latter was unfair to him and failed him in French poetry ,,, one day he came to me and I said I want to tell you a secret ,, at that time male students and teachers spent the summer holiday ( three months or more ) as a part of their compulsory army service or to train in the battle = so that young man was in the same regiment / battalion of his professor ,, after his first leave , he came to me and I will never forget the rage in his eyes when ha said to me these very words = Dr Nidhal , I am going to kill Dr. Mohammed Ali next week ,, I can not stand seeing him in front of me any more ,, he failed me and because of him , I will repeat the year .. I came today to tell you because I love you as a sister .... there is a burden in my heart and you are the only one whom I trust in this department ,,I told him to calm down then I took him to my office ,, ordered a coffee for him and I started talking to him logically ,, nicely ,,and I explained the consequences of killing his teacher and how he will spent the rest of his life in prison ,, he will lose his future ,,besides one year to be repeated in college might give him more experience and open new horizons for him instead of going to jail ,,, he was very persistent .. I then told him about his parents who are waiting for his graduation and who have hopes in him ,,, to cut long story short ,,, I succeeded in convincing him not to commit that big mistake and after some time ,, he left my office relieved ... when the next academic year started , he came to thank me and he was confident determined to succeed with no hatred nor envy in his heart , now he has become a professor in the French Dept . ..after getting his MA & PhD ,,,this is one story of hundred other stories that I have in my teaching experience wherein being a good successful teacher makes your students' life and career a path to enlighten other people not only giving them information and lecturing to them how to explain this theory and that ,,, theories and knowledge can be found in books ,, references ... but guidance and good instruction might not always be found there ,,human interaction is important ,, you can get knowledge anywhere but you may not always find the right help and real advice ... To be a good teacher you must be everything to your students ,, the bets example ,, the best ideal ,, otherwise you are a bad teacher ...
That a student is as a person unfinished business--so to speak--we would all understand. To take writing as an activity, for example, we would most likely agree that a teacher's impact may not fully register in the student's performance until after a course ends. At the very least, when 100 or more students come to my classroom in a few weeks, developmental issues will dictate student progress along with all the other variables that go along with a teacher/student relationship. How to evaluate my performance as a writing instructor (which is not the only domain that I address)? Well, let's go with on a scale of 1-10 (10 being the highest) an 8.5 for 2011-2012.
What about metacognition on the first hand, meaning what autonomous learners do we help to develop and self-evaluation on the other, meaning ways of self-rating my performance as a teacher after each lesson and during the year. Those two factors I believe that are fundamental in measuring teacher effectiveness. I agree that classroom observation can give both quantitative and qualitative results if you want a more standardised finding and probably a more easy-going in terms of performing it into the class by your self through monitoring your lessons (video tapping, etc). But to my opinion, two important parameters that show teacher's effectiveness are metacognition and how it is incorporated into everyday learning and self evaluation. Since teaching is a very dynamic action, matching qualitative with quantitative measures is more reliable, using one of the many standardised tests that you find through bibliography. In the end though, I totally agree that the quality of student-teacher interrelation is the actual mirror of an effective teaching. (PS. to measure the term effectiveness one should first clear out what it really means and then try to measure it, referring on its parameters. Because too many analysis has been going on when interpreting the term effective teaching...)
There is no doubt about the fact that teacher is a role model for students. There are two types of teacher , one who prepare students to get good marks in the university/Board exams, another who prepares students for career. In first case, students usually find those teachers as effective. But in other case, students may not realize the importance of the knowledge being shared in the present context. Only in the later stage students recognize the value/importance of knowledge being shared by these teachers.The result is that students will not give enthusiastic response/very positive response to those kind of teachers in early stages.Effectiveness of teacher should not be based on the immediate/quick response of students. Effectiveness of teachers must be based on their content deliveries, which students should be able to recall and implement/execute in the all stages of career/lives whenever they require. In nutshell, effectiveness of teachers should be based on his/her ability to impart either in-depth or width of knowledge to students or both only. It is less important students grasp these imparted knowledge immediately, which has become the usual (i call it rather substandard norms) norms of the day
A teacher is as effective as students perform in class at school,in lecture room at university and in their future carrier.Teacher effectiveness is not limited to the classroom in school.
Definitely the quality of education is largely depend upon teacher.student assessment,classroom observation,observing all the activities of the teacher within school,collection of information about the teacher from principal,administrator,parents etc. May help to measure the teacher effectiveness in a effective way.
@ Johana Martinez-Rosario - You have said that “I don’t believe in grades as a standard to measure [teaching] effectiveness.” You are right. I am also a non-believer.
To Dewey, "an interest is symptoms and signals of growing abilities".
@ David Kephart - You have said: “What we are really after is a correlation between teacher practices today and student performance tomorrow.” I interpreted your statement to associate “assessment” to “teaching” and vice versa (e.g., learning as a proxy to teaching and therefore I associate “learning” and “assessment”.) And therefore I like your next reasoning: “so what we seek is a rubric for evaluating the degree of student ability in the learning environment to judge correctly and generate new concepts correctly.”
Insecure administrators do rely on teaching effectiveness evaluation by students. Without conducting this type of evaluation makes them appear to be incompetent. However student’s evaluation on teaching effectiveness, especially relying on faulty evaluation instrument, makes these administrators appear to be more incompetent.
Your valuable comment let me think about designing curriculum (and designing the intended learning outcomes) and *ASSESSMENT* to determine if the intended learning outcomes have been achieved.
You are right, a teacher is a seeder. Nevertheless, to G.B.Adams,"A teacher is contiguous to eternity: he never knows, where his influence will be up"
Ideal teachers:
“Ideal teachers are those who use themselves as bridges over which they invite their students to cross, then having facilitated their crossing, joyfully collapse, encouraging them to create bridges of their own."---Nikos Kazantzakis (1883-1957).
Great teacher:
"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires."---William A. Ward (1921-1994)
As a person who loves mathematics, "ideal teachers never die, they just tend to infinity"---unknown!
Eliot Wigginton invented "Firefox" in response to the competency needs of his students, but, also, to fulfill his own need to be of service. Those needs, in turn, were generated by the Red Gap, GA community of stakeholders, Wigginton included. I believe the best teachers deliver to their students what the students want and need,The trick is, a teacher's life is being prepared to be with your students, and understanding how to support them where they are. Thus, the effective teacher should be able to explain what works, what doesn't work, and what's next, defining the entire class load, after about 14 class days.
@ Jonathan Edwards - I like your comment when you said "to fulfill his own need to be of service," I associate your wisdom to an important trait. An effective teacher should always explore opportunities to inspire his or her students and to facilitate their learning engagements.
I likewise recall the saying of Lao Tzu: "Give a man a fish, feed him for a day. Teach a man to fish, he'll eat for life."
Thus, in my opinion, an effective teacher should encourage his or her students to conduct independent active learning engagements, preferably with other people in his or her community of learners who conceive themselves as co-teachers and co-learners.
Furthermore, an effective teacher should have the guts to focus his or her thoughts and design a curriculum for students to fish and to create and maintain positive learning environments to be able to explore and exploit co-teaching and co-learning opportunities for students to learn.
Let us consider all the stakeholders of teacher
Students/customers
Institute/school//college
Fellow colleague
Government
staff
University
Industry
Society etc.
A teacher can be effective teacher if he succeed to impart relevant education within ethical framework which will directly or indirectly enhance other stakeholder.
Along with this we can calculate effectiveness in term of his contribution in teaching as well as research which was helpful for society...
There are two aspects for measuring the effectives. The first outcome may be measured by short term ROI. The quality of education imparted by a Teacher over a short term may include the popularity index of the Teacher amongst the direct beneficiaries (Student, Parents etc), the ability of the student to perform well in exams etc. The long term outcome would be growth of the Nation, employability of the employable, Knowledge Workers in the Organisation, inventions and research work.....Last but not the least the impact of the same on the well being of the society, crime rates, etc...
Sunita, you are right. But first of all, supervisors, "top" publishers, bureaucracy etc. should learn to regard creative teachers and give this unique part of teachers to improve their mastering, to feel themselves the brightest members of society. You know, the pillars of society must help the talents,because the teachers without gift can achieve their success themselves!
Hi Irina, You are absolutely right . In third world countries, the major chunk of the students managing to afford professional services or better academically, join the IT/MBA or other jobs that earn them quick money. The remaining jobs in the society, for e.g., Teachership etc are taken up mediocre students. There are very few people in this category, who are well qualified and willing to take up the job of imparting education seriously. I couldnt agree more with you...
Hi, Sanita, you are right. In the third world countries to be a mediocre teacher is very comfortable.Only creative administration is able to appreciate a creative teacher.In fact, to be a creative person is the greatest probation in the non-democratic society. To achieve a progress in education the first task is to enhance the prestige of creative teachers. To Churchill,"A statesman thinks about the future of his country, a politician thinks about his future election"To Dewey,"education must be improved through the efforts both of political and educational forces".All is complicated, you see.In the long run, I like the thought of Jason Fabbri,"We must develop and implement effective strategies for retaining the talented people who choose this profession most important is professional development, the process of renewing and upgrading teacher knowledge and competencies".The profession of teacher is very hard and responsible. In the democratic countries a lot of money is contributed in education.That's why they are interested in creativity.Thus,to Bismark, "A German teacher made German nation" As we know, German, Sweden, Finland systems are the most effective in the world.
The concept of "disruption" applied to education, can be interpreted in positive and negative ways: many times, the creative teacher cannot share methods, materials for fear of disrupting the status quo of standardization that delivers desirable outcomes of high test scores, graduation rates. Addressing the needs of all students -- "qualified" or not -- is a revolutionary, disruptive activity in all kinds of societies. Not just in third world countries, teachers who are effective, can also be labeled "disruptive". However, this disruptive quality can also shake up and refresh the whole of society.
Given this, one would have to base teacher assessments on the values and expectations of the all stakeholders -- anyone who has any interest in the educational activity. The individuals who create the educational experience must represent the highest standards of the profession. The professional is demonstrably knowledgeable in the values of the community of stakeholders, and the standards of the profession. Any disruptive element must be a quality that can be managed by all.
@ Irina Pechonkina and @ Johnathan Edwards - I have sensed that you are not satisfied with the "status quo" and that both of you are exploring "radical change." The following is a chain of reasoning or a chain of thinking: Status quo -> Radical change - Radical innovation -> S-shaped curve -> Segmentation (34%) -> Authentic learning
What you are exploring is a "radical innovation" to curriculum development and education. This idea is not new. Partnership of the 21st Century has been talking about this and suggesting the development of skills first in order to learn knowledge.
A good concept from the radical innovation is the S-shaped curve where the segmentation concept is important. When someone introduces a non-traditional deep approach to learning (an idea of effective teaching), only 34% of the students would submit to this approach, the rest would resist and prefer the traditional learning (ineffective instructionism with 5% effective learning). An effective teaching approach adopts the "authentic learning" idea.
This brings the question: Is students your customers or a product of your teaching (there is a discussion going on in the ResearchGate and you might want to look at it and join in the discussion).
Here is the problem. Many good teachers do not want to accept the responsibility of administrators. Many administrators are good. But some administrators are the insecure or the incompetent type. They hate the idea that 34% of students pass and the parents of the 66% pound on their doors. Also, 66% of students tend to give bad evaluation on teaching. To these incompetent administrators, the teacher evaluation is a means to show that they are doing something worthwhile. An effective teacher with bad evaluation is therefore ineffective teacher to them. See the chain of implications....In my opinion, effective teaching means segmentation (see paper attached below). It also means radical approach to teaching. It means totally being radical in designing a curriculum.Kindly read the attached paper and give me your feedback.
Francisco Cua, et al:
I am presently working on a paper independently: "An Exercise in Pedagogical Praxis: A Virtual Reality Community for College an Career Exploration by Secondary Education Students"
I offer you my blog (which I have not updated lately)
http://virtualityhighschool.blogspot.com/
The paradigm has fundamentally changed since the advent of the Digital Age, and we teachers cannot accept the role as gatekeepers and hoarders of content.
Re: your paper, I would offer, also, the concept of "just-in-time teaching", as a technological principle that can fuel any authentic learning endeavor.
Good and right to meet you here in cyberspace!
To my experience,it's the main tendency. It depends on the place you are working at.My present institutions are the best in our place- they are humanistically oriented. They have highly qualified staff, created "pedagogizied" environment, which is saturated with a lot of creative activities.It's free of charge and free to all. Surely, your work is worth admiration.It's the greatest contribution into the wealth of new technologies
In India, National Assessment and Accreditation Council, an organization that assesses and accredits institutions of higher education in India. NAAC is taking hard efforts to assess the institutes and gread them accordingly. To my opinion , with the points discussed above, the institute defenitely carries people with high caliber which are graded high by NAAC. This point should be considered as one of the criterion to evaluate the teacher. For more details pl. visit (www.naac.gov.in)
Teacher effectiveness:
How we teach is more important than what we teach!
Einstein stayed university entrance...... If you want to measure the weight of students, any of them drinking a liter of water will cheat. Thus, measuring what a student has learned and whether it is due to your method is almost impossible. What happens is that we adopt some criteria and we believe them.
In any case, education is a matter of teachers, parents, society even of Tv programation. Teachers are only one important piece in this machinery.
@ Issam Sinjab - You hit the nail. The how is important than the what. People associates knowledge contents with teacher's effectiveness. However, education is to impart to students how to "cho ren." In Chinese, this term is "make" "person." It is how students, through learning the knowledge content, learn to be an ethical person. In short, an effective teacher transforms a student. This transformation cannot possibly be measured by the normal teacher evaluation instrument. It is not even possible to measure after an end of a semester.
I would like to add further. School leaders are fond to measure teacher's effectiveness. If the intention is to measure learning effectiveness, then there are many conditions and mechanisms that must be put in place for students to learn. "Teacher evaluation" alone is not sufficient.
However, the incompetent administrators will use the teacher evaluation to make it appear they are doing something for the students. Also, most probably, they consider their students to be their customers who must be pampered by all means.
I had experience in a school where students are allowed to retake a course to improve their grades. For example, if student has a C, then he or she can retake the course to improve the grade to an A. (I wonder why the grade is important. I wonder if the intention is more of making money.) In Chinese, we call this type of school "SIE TIEN" and not "SIE SIAO." SIE means to learn. TIEN is a store. Siao is a school. So SIE TIEN is a education store while the second term really concerns students' learning.
I also experienced a school allowing working (adult) students to overload themselves in their MBA courses. Naturally an adult student cannot cope with their learning, working, family life, and social life, unless they are supermen. Experience indicated that many wanted to past with high grades without engaging themselves. In this school, with these type of students, you can imagine the different sorts of teachers, how they manage their classes, and the usefulness of teacher evaluation.
I have been thinking about self-discipline, which surely must be considered an important trait to encourage in children and adolescents. Of course, I am uncertain whether to use a measuring cup or a yardstick to produce measurable evidence of student achievement for this trait. Not in my subject's domain? Not in my course standards? Not in my syllabus? Therefore, not in my classroom? Teacher effectiveness, indeed.
There are several methods to evaluate this better to collaborate with a Education PhD degree person and construct a tool.
No doubt number of tools has been developed by research scholar to measure the teacher effectiveness.But I think to measure teacher effectiveness pupil-teacher relationship,classroom achievement,use of technology in teaching,teaching in understanding level,teacher's commitment should kept in consideration.
It depends on students levels and the course, undergrdaute and postgraduate students differ in way of teaching and the course if theortical or practical. The answer for this is looking for the quality of outcome. If the student has passed the course with great ability to be independable for superviosr and for assistance. This means the teacher had done his job for undergraduate to qualify student for work or for the postgraduate to become independable researcher.
No doubt psychological tools help to measure the teacher effectiveness and for providing quality education teacher effectiveness is must.But what i think , we create and prevail such type of environment during training period that the teacher trainee develop positive attitude towards teaching , teaching skill ,teaching behaviour, in such a way that there is no need to measure the teacher effectiveness.
The most successful teachers are those who are able to motivate their students by being treating them in a friendly way , encouraging them to love the subjects they teach by psychological effect first = loving the teacher is an essential factor to communication ,, qualification , experience and smart characters are all needed in the teaching process ,, the effectiveness of the teacher is not only estimated by their degrees and cleverness ,,, the most important thing in the teaching / learning process is the bond between the teacher and the students ,, sometimes the most intelligent teachers fail to reach to their students because they are unable to get their information to share the knowledge = this is almost one of the most common obstacles facing a large number of students ,,, I remember when I was studying for the MA in York University how all of our class were having difficulty understanding Prof. La B. though he was one of the greatest and most intelligent linguists = the reason was that he was very incoherent and seemed to make his lecture as a soliloquy so no one at all understood him and thus his lecture was the most hateful ; on the other hand we loved Dr. Patrick Griffith and we counted hours and days for his lectures ,,,the humane point is very important , the relationship , the communication and the mutual understanding constitute more importance and validity than the learning material in the teaching process ... after all teaching / learning process is one way of bringing up , guidance , showing others the way to certain scopes and horizons .
There should always be care , attention ,love , understanding and coherence between students and teachers ,, this is the most effective way in which teachers become closer to their students so they listen and act willingly ,,, such teachers will be loved by their students and they will be the most effective one whom their students will never forget and from they will really learn more than anyone can think ,,,
In addition to the answeres provided above, personality of the teacher and the psychological treatment of the students are part of the quality of teaching. In addition to the quality of the lecturer and teaching tools used in teaching are major factors in assessing the work.
If you want classroom observation protocols check out CLASS or Danielson. More details can be found in the Measures of Effective Teaching project online. It is a large study sponsored by the Gates Foundation.
The teachers can be judged 60% by making some score card taking into consideration of individual personalities, feedback from students, feedback of seniors, academic compatibility, Annual assessment report, feedback from colleagues, interactive traits, score card of students, etc. and many more.
However, 40% of the criteria cant be judged by score card as sometimes there is difference in group of students interacting with teachers. Also the facility of system affects the effectiveness of teaching. Sometimes individual factors also act upon to express the best teaching ability of a teacher. The teacher does not always assessed with curricular activities, but also by moral education as they act as role model for the students. So, its more philosophical and platonic than real if we feel it from core of our heart.
Number of psychological tools has been developed by psychologist to measure teacher effectiveness.But what i thing -Teaching is an Art and every teacher should develop that art to prevail democratic classroom environment and try to achieve the educational objectives.Try to construct own tools based on the dimensions-pupil-teacher relationship,classroom achievement,use of technology in teaching,teaching in understanding level,teacher's commitment,teacher's accountability by student,parents and authorities to measure teacher effectiveness.
@ Pramod Kumar Naik - I agree with you that teaching is an art and that classroom environment (I call it positive learning environment) is critical in learning. You also have mentioned about educational objectives (e..g, intended learning outcomes). If teacher and pupil can form themselves as a network of co-teaching and co-learning, then probably how successful the community is can be a proxy of how effective the teacher is.
Furthermore, since teaching is an art, I recommend that the teacher should be reflective and should engage continuously and even spontaneously in critical thinking, particularly of his or her teaching.
This brings to the question: CAN ALL TEACHERS THINK? IS IT NECESSARY FOR ALL TEACHERS TO KNOW HOW TO THINK? We assume that they know how to think. But if they do not know how to think effectively, can they inspire their students to think? I welcome dissenting opinion...
Thus, back to the question of how we measure teachers effectiveness? Probably, we can measure their effectiveness by how good their thinking is rather by how good their teaching is. Also, probably we can measure their effectiveness as to how they inspire their students to think critically.
Enjoy the resource below. Likely, students, even in primary education, can be inspired to think critically.
Dear Francisco Cua ,
I agree with you, that thinking of a teacher is more important than teaching of a teacher.But my point of view is that ,if the teacher fill that teaching is an Art ,the dialogue(about content which he plan to teach) delivered by the teacher in the classroom would be effective.De levering of dialogue according to situation is more important for an actor and no doubt teacher is an actor.By this the teacher can touch the heart of the students and make his teaching more effective,lively.what I think if the teacher make his teaching effective,lively and understandable definitely he achieve the educational objective what he set before teaching.
ART OF TEACHING is one of the important dimensions of teacher effectiveness.so when we construct teacher effectiveness tools we must consider the above points.
We teachers can be better teachers if we cooperate among ourselves within institutions. Peer observation also helps a lot. If we listen to our students´voices and if we visit their neighborhoods and observe our students in their everyday contexts, we will become better teachers, In turn, we could be measured differently and evaluators would have to be more than simple pencil pushers then.
It might be helpful to look at Collinson's model for effective teaching.
http://repositorio.ipl.pt/bitstream/10400.21/1898/1/MISTEC_Poster.png
Hi Padam and contributors, let me describe briefly how the assessment is done in this pre-univ college where I teach. Each teacher is observed once in a year. There may be one or two observers who represent the admin. A science teacher is assessed on the ability to deliver the content effectively and ability to deliver effectively and wholly in English. So two forms are used.
For the first assessment (of content), there are 3 dimensions: Personality - 6 items, Teaching &Learning- 10 items, and Delivery- 10 items. Each item is checked on a 5pt. Likert scale. The first dimension includes 'teacher respects students', 'teacher begins and ends on time'. Second dimension includes 'teacher uses questions that require students to think' and 'students are actively involved in T&L'. The third dimension includes 'teacher speaks clearly with suitable intonation' and 'there is 2-way interaction with students'. I think this assessment is fine.
The second assessment form has 10 items including 'teacher conducts teaching fully in English' and 'teacher enjoys teaching in English'. I am happy with these two assessment tools!
How can we measure teacher effectiveness? Padam Raj Joshi argues that “the main problem lies in assessing [the teacher’s] work.”
The many images of assessing teaching necessarily include images of assessing learning. These images include examination, appraisals, reviews, observations, rating (or survey) form, and critique.
People have different perceptions of what assessment is. My answer to this question is (1) the positive perspective of (2) complementary approaches of (3) teaching and (4) learning (5) assessments. The sixth keyword is (6) balance.
The presumption is that one assessment approach is not by itself adequate. Another presumption is that the teaching manages constraints and facilitates learning. This means that good teaching management is a condition of good learning engagement. A third presumption is that the ultimate goal of teaching and learning is to facilitate students to be good lifelong learners. Fourth, good lifelong learners take full control of their own learning. The chain of assumptions is as follows:
Assessing teaching and learning is important.
->
Assessing teaching and learning by utilizing one assessment approach is not adequate.
Good assessment requires integration of more than one approach.
Assessing teaching includes evaluating constraints management and learning facilitation.
->
Assessing learning (that is, achieving the learning outcome) is a proxy to assessing teaching
Assessing learning is assessing how student takes control of his or her learning.
Assessing learning is assessing the becoming of student as lifelong learner
In short, how students are able to transform themselves to be lifelong learners might be a measurement of teacher effectiveness.
In United Kingdom, the Quality Assurance Agency evaluates program with the observation of teaching (a direct approach to evaluate the teacher) as well as the evaluation of learning (the indirect approach via the evaluation of skills development and examination of reflective commentaries and learning portfolios). The indirect approach indicates a change of focus from teaching to learning and the use of evaluating learning as a means to evaluating teaching.
Evaluating teaching is challenging. First, there are many teaching styles. Second, the learning environments vary. Third, the learning resources likewise differ. Fourth, also vary are the capabilities of the learners to take full control of their learning.
Therefore, we are back to the question of how do we measure our teaching effectiveness?
Course and Program ILO`s assessment is the major criteria for measuring Teachers` performance. Course Evaluation Surveys, Students`s Satisfaction Surveys, student`s performance in class and board examination examination as well as feedback from the employers, patients and parents may also help in measuring performance of teachers.
Two simple assessments:
At some point after the summative assessments, the struggling, indifferent student visits me and says "You were right!", and the brilliant, accomplished student visits and says "We were right!"
The focussed student learns more than the would have by themselves. The disengaged student learns that they can learn and the socially disadvantaged students feels that they belong. In the low SES school where I taught for more than 20 years I sometimes judged my success by the unhappy angry student who held the door open for me after a year of teaching.
Teacher effectiveness formula: "No child should be left behind"- very difficult to achieve but thats a real challenge to teacher effectiveness.
@ Elmer Irene - "No child should be left behind." hmmm... Thank you for giving an opportunity to reflect, share my thinking, and encourage further dialog.
What if the child want to be left behind? The "child" in my context can be any adult. I wonder.
"Teachers" are generally passionate in their "teaching." Traditionally, students are like "products" in a manufacturing line and tend to be grouped "somewhat" homogeneously. However, good teacher must assume that these "children" (adults) are not homogeneous and should have positive perspectives of motivating everyone, knowing that no "child" should be left behind.
But what if, the adult refuses to engage in his or her learning? In this instance, do we measure the teacher's ineffectiveness because of one student?
In another instance, what if one student becomes very successful in the society. Should the teacher's effectiveness be measured because of one good student who had been inspired and who successfully transformed himself or herself in the society?
Probably, the measurement of the teacher's effectiveness is to recognize the fact that we all have opportunities to learn something valuable from our experience (in success and in failure). The effectiveness might be the quality of reflection that comes in the process. The effectiveness might also be self-accountability rather than what other says through teaching evaluation.
hello all
the effectiveness in classroom instruction takes many and different faces.
first, how would teacher encourage his/ her students to be discovered their world, and solve their problems by them selves. Second, how would teacher be the model for his/her students in practicing thinking skills and put them in the first step of creativity. these and others need from the teacher providing equal opportunities for all students and give them the chance to express their views. Also, effective teacher who listen than talking, asking more than answering, effective teacher patient on the Inappropriate answer finally the effective teacher who rise the voice of the students to be audible from the others at all levels by let the students say and argue their views
@ Ibrahim Al-shara - Your are right. In other words, effective teacher INSPIREs and FACILITATEs students (1) to discover their world; (2) to solve problems by themselves; (3) to develop thinking skills; (4) to be creative in generating solution(s) to problem; (5) to recognize and exploit opportunities; [(6) to develop their self-esteem]; (7) to express their [positive] perspectives; and (8) to argue their viewpoints [including their dissenting views, if any]. Effective teachers put students at the center of the learning engagement/experience.
The teaching efficiency is an issue that involves many complexities and their evaluation is influenced by many factors of a personal nature, emotional, institutional capacity building, student conduct, school infrastructure, materials and texts, organizational factors, etc.. Some authors, raise these attributes as essential to the evaluation of teaching performance:
1 - Sufficient knowledge of the subject to teach with confidence.
2 - Knowledge and skills in a range of appropriate methodologies and varied
3 - Knowledge of the language of instruction.
4 - Knowledge of young apprentices, sensitivity and interest in them.
5 - Ability to reflect on teaching practices and student responses.
6 - Ability to modify them to the teaching / learning as a result of reflection.
7 - Ability to create and sustain an effective learning environment.
8 - Understanding the curriculum and its objectives, particularly at the time of the introduction of reform programs and new teaching and learning paradigms.
9 - Professionalism generally good spirits and dedication to the goals of education.
10 - Ability to communicate effectively.
11 Ability to communicate to students enthusiasm for learning.
12 Interest in students as individuals, sense of value and responsibility to help-the learn and be good people, and a sense of compassion.
13 - Good character, sense of ethics, and personal discipline.
14-Ability to work with others and build good relationships within the school and community.
Graduate school teaching is largely an apprenticeship where one teaches students by involving them in doing things rather than studying about them. To the extent that any teaching can involve learning by doing, I believe this approach offers advantages in involvement and in progress assessment that can make up for the extra efforts required. One can directly test a student’s ability to do things independently, their level of understanding, and the degree to which they have learned to approach problems based upon a problem’s particular aspects versus simply grouping things into certain types of problems and following a rote procedure to solve them. In guiding students while doing things and in assessing their progress, I find much can be learned simply by asking nested questions and considering their responses and how many guided questions it takes to move them toward useful solutions.
Following may be the KPIs to measure Teachers Performance.
1. Students Attendance
2. Course Evaluation Results
3. Students Progression Rate
4.Students achievements
5. Grade Point Average
6. Students Success Rate in the board Examination
7. Employer`s Satisfaction rate
8. Patients Satisfaction Rate
9. Parents Satisfaction Rate
Issam Sinjab,
I respect your opinion but I disagree with it.
Too long, teachers have not stressed subject matter enough. How can you communicate effectively if you don´t have clear goals about WHAT you need to communicate?
I think that teaching standards have slid over the last seven decades at least in the United States precisely because teachers are too concerned with being effective and too unconcerned about subject matter.
A good measure of teacher effectiveness is feedback from students AFTER the course is done, not DURING the course. I´ve been fortunate enough to have a student publish a novel in which he narrates about my teaching methods. Also, I receive personal letters from students thanking me for my course.
Best judges of a teacher's teaching skills are the students !! A good teacher should not only teach, but also motivate the students to learn more, read more, refer more and go deeper into the subject. Satisfaction of the students' curiosity is another parameter. A teacher should inspire the students to be pro-active and participate in all sorts of curricular and extra-curricular activities, which will help in developing the students' overall personality.
The best judges of a teacher´s teaching skill are not ALL his students. Some students through their own fault if not the teacher´s or else extraneous circumstances simply do not learn. As inspiring as a teacher may be, he or she cannot reach 100% of the average class, and it is utopia to pretend that he can. Therefore it is very difficult to find an accurate measure of teacher effectiveness.
@ Nelson, True, not all students can be best judges of a teacher's teaching skills, but majority are, even if they are not very brilliant! They learn from their teachers' gestures and mannerisms and try imitating them !!!
Absolutely, Jaya. But when students who have attended class only twice all semester are given questionnaires at the end of the semester to evaluate their professors, anything they say is without value. Then there are the students whom the professor recognizes as bright, yet no amount of motivating gets them to use their vast potentials. In the United States, undue stress is placed on university athletics. So athletes have come to shake my hand the first day and don´t even appear at the final exam. Needless to say, I give even famous athletes failing grades for such performance. Yes, happily I can agree with you about the majority of students, but I would rather devote all my energies to this (shrinking) majority instead of wasting some of them on the undeserving minority.
Nelson, totally, whole heartedly accept your views! We too have athletes and working students, who rarely appear during classes! I suppose their votes should not be taken into consideration, at all!
Teacher effectiveness could be measured by the quality of students yielded and by the success of students in the labor force. Teacher evaluations are not the only measure, but out there in the job market we will know our teacher quality reflected in our students work skills.
I agree in toto with Mr Jose Lobo, employers are profit oriented and thus like to hire gold laying chicks. The art of laying golden eggs determine the teachers' effectiveness.
A good teacher has such a powerful impact on the lives of students that great teaching is something worth our continued efforts to improve. Much is competing for students’ attention which makes teaching harder. After you have spent many hours on preparing a class, it can be frustrating to see people looking at their cell phones, but this is a sign to work harder to connect. Clarity of teaching that inspires student interest and improves their ability to learn is key. If we do this well enough then students want to attend classes and to listen. We know this is working when we find that students can use this information in their own thinking and learning. Seeing their intellectual growth is the best cure for being discouraged.
If one wants to measure teacher effectiveness definitely students feedback is necessary. But this feedback should give us the information that is relevant for such assessment. Let us try to enumerate the requirements for good teaching. First duty of a teacher is to motivate the students for learning the subject concerned. Why the students should at all . read the subject should be elaborated first. This can be done by correlating the subject with the previous courses to which the students have already exposed. Secondly a teacher should always come prepared in a class. Information about this fact could be beneficial. Class attendance is definitely a measure for teacher effectiveness. Whether the teacher inform the students about the available reading material is another issue to be taken into account. Teacher's capability for explaining difficult concepts is another key point to be noted. I think this way a proper questioner should be prepared for getting the feedback.
Above all, Anup, a student questionnaire should be short and concise. Correlating a course with previous ones taken by the student may needlessly lengthen the questionnaire. As to attendance, I always required my students to attend by grading their active participation in class. If they did not attend, they should have no right to fill out a questionnaire to measure teacher effectiveness. Teacher preparedness is an absolute must and should be prioritized on the questionnaire. So should teacher ability to communicate concepts to students. Information about available reading material can be communicated through collective email to the whole class. Frequent student-teacher communication can be brought about through email.
At the end of clinical posting and the end of session the student feed back is a reward for teachers, and we know our weakness and often improvement of the weakness results in better outcome
Students Evaluating Teaching Effectiveness (SETE) is considered as an effective method for monitoring the quality of teaching and learning process in the Higher Education Institutions. Also, Students’ rating of teaching is one of the most widely accepted methods of measuring the quality in Higher Education worldwide. The overall experience gained by the students during their academic journey in their respective college is a key factor to determine the teaching Quality.
Blind/random students feedback is the best of whole batch is the best method to assess teacher effectiveness.
Identity of student should should no mean..so blind and random so that the other factors which bother students should be eliminated.
Many scholars have discussed many techniques and each one is equally important in evaluation of teacher's effectiveness. But each one has some pros and cons. For example students' feedback is generally excellent for the teachers who don't put too much workload and give high marks to students as compared to those who try to cover full course, give extra homework and numerous assignments. I will here endorse the comments of Dr. Muhammad Javed. The employers, patients, parents, user of our graduates and the market mechanism is the best judge to know the about the effectiveness of teachers. But the drawback of this technique is that the concerned teachers can not take immediate benefit from such type of evaluations which are otherwise more reliable and practical in nature.
I have developed a tool based on Six Sigma approach to measure and monitor teacher effeciveness, so called "Faculty Managment score Card". It is a metrics used to measure the effectiveness of the teacher as whole. It caputures the effectiveness of teachers in three dimensions such as (i) Teaching skills (Academic); (ii) Administrative Skills and; (iii) Research skills. It classifies and place each faculty in five point rating system based on their merit. This tool is developed based on Quantititive data driven approach.
@Mr. Arun Vijay, I think you should share that tool with the group members so that each one is benefited from this tool and give suggestion for its further improvement.
@ Muhammad shoaib Ahmedani. Sure. That work was done by me as a part of my Six sigma black belt project. I will upload the tool in my database soon. Thank you
A manufacturer's effectiveness can be measured by how well his products are received in the market and this goes a long way to affect the profit he makes on these products. We can not talk about the effectiveness of teachers without focusing on their products (students). The way a teacher influences his/her students to succeed both in the short- and long-term is important. Little wonder why some people, even after studying to Ph.D level, will tell you that the teacher that positively influenced them the most was their elementary (primary) school teacher.
In modern days teacher assessment values have changed as compared to past - nowadays UGC has made a score card and with some modifications it may work well
Mid course evaluations is a suitable & preferable option to improve teaching effectiveness. Based on the feedback of the students in the mid course evaluations, the faculty can make changes in their course to meet the students expectations. Research also indicated that the use of mid course evaluation of teaching tends to lead to higher end of semester scores of faculty.
UGC scorecard along with certain alterations is the way to measure teacher effectiveness.
The efficiency of a teacher can refer the several aspects, parameters:
1. the way they interact with students; knows how they understand students and how they make meaning;
2. Way that distinguishes personal problems with school, teaching and learning;
3. the ability collaboration between other teachers, bosses, parents;
4. the capacity to engage in various classroom activities and extracurricular activities.
Arun has a viable idea. At our university we only distribute teacher rating forms at the end of the semester and not at mid-semester as well. If a student has a viable idea for improving a course, the professor can therefore alter his course accordingly right while in the process of teaching it. While teaching a course, I always ask students for suggestions-- for example, of pertinent texts not in my syllabus--. I teach comparative literature, and when students propose texts that I had not thought of, I incorporate them right then and there after having inspected them first for relevance and quality.
One way to measure teacher effectiveness is to keep track of what students say about one teacher to another teacher or to a superior administrator. True, this is hearsay evidence, but it should not be completely discounted. To my great surprise, department chairmen have told me that my students informed them that my course was the best they had ever taken.
I agree with all of you that students are the major part in teaching and teacher effectiveness, therefore, feedback from students should be taken regularly to improve quality of teaching.
Then there is this: "The problem with measuring teaching quality is that there is no agreement over a definition of good teaching’; see: http://bit.ly/1FIoWys
http://bit.ly/1FIoWys
Measuring the effectiveness of a teacher is difficult as there is no meaningful agreement on what constitutes effective teaching/learning. We don't seem to even understand that we can't 'teach' material from model-based knowledge domains (e.g., sciences) utilizing the same methodology as we 'teach' material from rule-based knowledge domains (e.g., spelling, reading, geography, accounting)!
Grades apparently do not reflect intelligence (see other threads)?
Are the students of those that are in power get higher scores in social education networks?
What is the relationship between social status and grades, after controlling for intelligence?
Cheers
Is teaching efficiency reflected in the student's abilities to repeat what teachers explained/educate. But then we may assume there is a substantial difference between the ability to memorize and repeat learnt stories/theories/techniques and true understanding?
Can teaching efficiency be measured when it involves students' abilities to truly understand perhaps going beyond the knowledge/techniques educated?
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