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The effect of teacher feedback
Importance of feedback in assessment
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Different opinions arise when it comes to whom is supposed to evaluate teachers’ performances as they educate students. Although teachers have had the proper education necessary to execute education in a classroom, some lack skills to present material which students can fully comprehend. In an effort to help students grasp learning material, the idea of students evaluating and grading their teacher’s performance has been suggested. This idea would be helpful to teachers who need views on how to reach slower students and whom welcome helpful criticism. However, the entire evaluation should not be based solely on students opinions.
Teacher evaluations should not be done solely by students. However, if students filled out 10% of a teacher evaluation, which stated the student’s opinion about the teacher’s performance, this could be constructive for both teachers and students. Louisa Coburn stated, “Students are the main source of information about the learning environment, including teachers' ability to motivate students for continued learning, rapport or degree of communication among instructors and students.” Another suggestive idea about evaluating teachers are letter grades for their performance. This would be given by students. This could potentially be beneficial as well. In both cases, this would allow the teachers to understand how the students feel about teacher‘s instructional learning material. Teachers do not always meet the needs of individual students. Providing a way for students to give opinions about their teacher’s performance helps teachers to develop the flaws in their teaching habits. However, the controversy about grading, rating and evaluating is that students do not have enough knowledge on how to properly ...
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...inking of students’ education for the future should be a number one priority to educators.
Works Cited
Barrett, Joan. The Evaluation of Teachers. ERIC Digest 12. ERIC Clearinghouse on Teacher Education , 1986. Web. 5 Dec. 2010. http://www.ericdigests.org/pre-925/evaluation.htm.
Coburn, Louisa. Student Evaluation of Teacher Performance. ERIC Clearinghouse on Tests Measurement and Eval, 1984. Web. 5 Dec. 2010. .
Doyle, Terry. Evaluation Teacher Effectiveness--Research Summary. Centering for Teaching and Learning, 30 Oct. 2002. Web. 5 Dec. 2010. http://www.ferris.edu/fctl/Teaching_and_Learning_Tips/Research%20on%20Students'%20Evalution%20of%20Faculty%20Teaching/EvalTeachEffec.htm.
Huerner, Michael. Student Evaluations: A Critical Review. Web. 5 Dec. 2010. http://home.sprynet.com/~owl1/sef.htm.
There are several main points that Danielson emphasized in this article. She began by explaining why there is a need to improve teacher evaluations; that the goal of any teacher evaluation should be to foster both student and
Charlotte Danielson, an internationally recognized expert in the area of teacher effectiveness, created The Framework for Teaching, which is comprised of four domains of teaching responsibility (Danielson, 1996). Danielson specializes in the design of teacher evaluation to ensure teacher quality and to promote professional learning. Danielson’s framework is based on large amounts of research, including the Measures of Effective Teaching (MET) project, supported by the Gates Foundation (Bill and Melinda Gates Foundation, 2013). Danielson’s framework also aligns with the Interstate Teacher Assessment and Support Consortium (InTASC), which outlines what a beginner teacher should possess in skills. In addition, it is the underlying set of ideas
Wallis, Claudia. “How to Make Great Teachers.” Time Online. 13 Feb. 2008. Web. 16 March 2011.
Birman, Beatrice F., et al. "State And Local Implementation Of The "No Child Left Behind Act." Volume VIII--Teacher Quality Under "NCLB": Final Report." US Department Of Education (2009): ERIC. Web. 31 Mar. 2014.
U.S. Department of Education, National Center for Education Statistics. Teacher Follow-up Survey, Washington, DC, 2001.
Marshall, K. (2005). It's Time to Rethink Teacher Supervision and Evaluation. Phi Delta Kappan, 86(10), 727-735.
Besharov, Douglas. "Teachers Performance: A Review ." Journal of Policy Analyis and Management (2006): 1-41.
The teacher of my educational philosophy will be one able to understand the student, to create respect between student and teacher relationship. A human being with quality, seeking to understand and get to each of your students, you must be a motivator for students.The teacher must possess all possible skills and implement them in the development of their classes. As for the evaluation of each student will be done through practical examinations in which the student demonstrated by implementing what they have learned in class. oral examinations in each individual student will use critical thinking about a topic of the class will also be performed, these tests will be evaluated so that each student must be prepared to defend or criticize a subject given orally by the teacher in
The teacher was rated using a rubric with specific criteria in four domains including planning and preparation, the classroom environment, instruction, and professional responsibilities (Hillsborough County Public Schools, 2012). Within each of these domains are components which are the performance factors that are relevant to classroom teachers. In domain one the components include: demonstrating knowledge of content and pedagogy, demonstrating knowledge of students, setting instructional outcomes, demonstrating knowledge of resources and technology, designing coherent instruction, and designing student assessments. The components for domain two include: creating an environment of respect and rapport, establishing a culture for learning, managing classroom procedures, managing student behavior, organizing physical space. In domain three the components included are: communicating with students, using questioning and discussion, engaging students in learning, using assessment in instruction, and demonstrating flexibility and responsiveness. There is only one component that was rated for domain four which is reflecting on teaching.
Toch, T. (n.d.). Membership. educational leadership :expecting excellence: fixing teacher evaluation. Retrieved November 8, 2013, from http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/Fixing-Teacher-Evaluation.aspx
This paper will identify different definitions of an effective teacher, along with how to assess teachers for being effective. Teacher Effectiveness: Characteristics and Skills of an Effective Teacher. Teacher effectiveness has generated different definitions depending on how it is viewed. Jupp and Education (2009) define effectiveness as “the practical outputs of teachers”. These outputs take place in two different forms, quantitative and qualitative.
The importance of constructive feedback allows for many positive opportunities. One important element is that feedback provides a foundation for positive student and teacher relationships. By providing appropriate feedback, the students understand the teacher is genuinely concerned about them and their education. This component also enhances a student’s self-efficacy and provides an avenue for motivation.
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...
We need to continuously assess and evaluate our students so we can set appropriate goals for each student and individual instructions. Each child learns different, so as a teacher we need to have different styles of teaching for positive reinforcement.
Assessment is a tool used in the classroom every day. It is used to measure a student’s mastery of a skill or knowledge of a given subject. It is also what demonstrates to the teacher what the students have learned. Educators use that information to determine if they need to re-teach to a specific student, group, or the entire class. They can also use that information to determine the rate of their teaching. Assessments are important because, as teachers, we need to know what difficulties our students have and what needs to be refined for them. While I do believe in assessment and feel that it is one of the key components of teaching, I am more concerned with a child’s process of learning rather than the overall product that comes from it. This is where grades come in for me. Grades determine the students’ level of mastery on a subject, nothing more. Grades should not be the exclusive indicators that a student has learned the information that is presented to them. It is the things a student learns along the way that truly matter and sometimes cannot be measured.