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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.
Popham, W. James. "Why standardized tests don't measure educational quality." Educational Leadership 56 (1999): 8-16.
Rogers, C., Lyon, H., & Tausch, R. (2013). On Becoming an Effective Teacher. New York: Rutledge.
She reviews the history of summative assessment in the United States starting in the late 1800s. She explains that there are two basic forms of summative assessment 1) “Teacher judgment in the form of grading classroom summative assessments and assigning report card grades” and 2) “External testing for scientific, program, and institutional evaluation purposes”. She reviews the history of teacher judgment and explains that there is a lack validity and reliability of these judgements which is why the use of standardized testing has been preferred in the United
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
Logan, Joe. "Educators Evaluate Joe Clark's Methods." Philly.com. The Inquirer, 17 Mar. 1989. Web. 6 Mar. 2014. .
Winkler, Amber. "Division in the Ranks: Standardized Testing Draws Lines between New and Veteran Teachers." Phi Delta Kappan. 84.3 (2002): 219-225. Print.
I believe that teachers should be graded by their students. I think that this is a good idea because teachers are graded, yes that is true, but they aren't graded by the ones who are being taught, and the ones that know how the teacher teaches and what the teacher teaches. A lot of the people who don’t like this idea are the teachers themselves, but the only reason that they deny it should happen is because they are afraid. Yes afraid of what they will be judged on. Afraid that the student that they gave the most detentions too will expel them from their job. Afraid that the things that they graded harshly will grade them harshly. People think that if this idea comes to reality then the teacher will give a poor student a good grade just so
"What the Research Says on Teacher Evaluations." Learn More About Teacher Evaluations. New York State United Teachers, Nov. 2011. Web. 13 Nov. 2014. .
It is customary for people to do their research and read reviews when purchasing a car or pair of new shoes. A persons thoughts on things is a contributing factor in today’s world which can save you money and time in the long run. This is the same with teacher evaluations, although these are all opinions of one’s teaching, there are still students out there that sincerely write evaluations explaining the impact a teacher has made on their overall success in education. Entering the world of college can be a scary thing and reading about others accomplishments can boost a person’s confidence onto taking the next big step in their life. Not only are evaluations a good tool for students this also benefits the teachers. The demand for strong supportive evaluations is necessary for teachers. Teachers need to know what their strengths and areas of improvement are to be able to improve for the next
This article discusses ineffective grading, the high stakes of grading, and the steps in could take to change those practices. There were three areas that were discussed about ineffective grading that involved the concept of giving zeros, averaging all scores throughout the semester, and using the semester kill project, paper, test, or lab. All of these things do not prove what students have learned but rather show what they learned right now or are trying to make one thing more important than everything else. With the giving of zeros in a gradebook you are just validating that the student does need the knowledge. The high stakes of grading were about the cost of failure and the positive impact that grading change can have on a school system. Finally, the author outlines a 4 steps that can lead to better grading practices which are creating a sense of urgency, identifying teacher leaders who are improving grading policies, getting the facts, and reassuring stakeholders that certain
One solution offered by Alfie Kohn, a well-renowned speaker on human behavior, education, and parenting, suggests that teachers would give parents written evaluations of how their child is performing and having frequent conferences available to talk about their child’s performance. Kohn believes that the most effective teachers do not rely solely on standardized tests. Great teachers are able to observe their students and are able to see without the use of exams how well their students understand the concepts being taught. In 1999, Phi Delta Kappa and Gallup poll surveyed the community. Individuals were asked to choose which of four approaches they felt would be the most precise evaluation of a student’s educational development. Using exam scores from standardized testing received the lowest percentage of 27%. Evaluating work that the students have done over a period of time received the highest number of votes at 33%, while the remainder of the votes were divided between letter grades and written evaluations from teachers after observing each student (Pollard, J, 1999).
As a student you are evaluated everyday, but have you ever desired to be the one doing the grading? This is a thought provoking idea. Teachers grade students on almost everything these days; including participation and behavior. So wouldn’t it be nice to return the favor? Although it may sound like a great idea, it could also be a very bad one. If students were able to grade their teachers it could provide proper and thorough evaluation; help teachers to improve on what they may be lacking, and help parents understand what is going on in the classroom; but at the same time it could prove to be harmful to the student and a good teacher’s career if not implemented correctly. This is why it’s important to recognize the possible positive impacts, the negative impacts, and the current programs that are in place, and their impacts.
Teacher effectiveness has generated different definitions depending on how it had been viewed. Jupp and Education (2009) define effectiveness as “the practical outputs of teachers”. These outputs take place in two different forms, quantitative and qualitative. Quantitative means it can be measured or expressed in numerical form. Qualitative is related to the character of something. Test scores and assessments of students are quantitative and teacher observations of their students are qualitative. In their article, Jupp and Education (2009) strongly feel teacher effectiveness cannot be looked at based on one point in time; instead students learning should be evaluated from the beginning of a school year to the end looking at what students know before and what they know exiting.
The state’s new evaluation system was in response to administrators who produced, “superficial and capricious teacher evaluation systems that often don't even directly address the quality of instruction, much less measure students' learning” (Toch, 2008). Too often, the “good-ol-boy” attitude would insure mediocre educators would remain employed. Realizing this was often more the rule then the exception, the governor created educational mandates to focus, “on supporting and training effective teachers to drive student achievement” (Marzano Center, 2013). Initially, they expected the school districts and the teachers would have issues and experience growing pains, but in the end the goal was, “to improve teacher performance, year by year, with a corresponding rise in student achievement” (Marzano Center, 2013).
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.