scholarly journals Government Policy on Teacher Evaluation in Greece

2000 ◽  
Vol 8 ◽  
pp. 28 ◽  
Author(s):  
Michail D. Chrysos
Keyword(s):  
Teacher Evaluation ◽  
Student Performance ◽  
Government Policy ◽  
Evaluation System ◽  
Teacher Performance ◽  
Professional Roles ◽  
Ministry Of Education ◽  
Top Down

After nearly two decades of freedom from evaluation, teachers in Greece became the focus of a new evaluation system. In 1998, reformers sought to raise the level of student performance by the regulation of teacher performance through a top-down evaluation system administered by the Greek Ministry of Education and Religous Affairs. The probable effects of this evaluation system on teachers' professional roles and development are analyzed.

scholarly journals Examining the Relationship Between Teacher Performance Ratings and District Under the Ohio Teacher Evaluation System

2020 ◽  
Vol 8 (4) ◽  
pp. 41
Author(s):  
Nicholas P. Elam ◽  
W. Holmes Finch
Keyword(s):  
Teacher Evaluation ◽  
Evaluation System ◽  
Teacher Performance ◽  
Student Growth ◽  
Performance Ratings ◽  
Ohio Teacher Evaluation System ◽  
Log Linear ◽  
Evaluation Rubrics ◽  
Student Growth Measures ◽  
The Relationship

The soundness of the Ohio Teacher Evaluation System (OTES) depends heavily on evaluators’ uniform interpretation of the qualitative Teacher Performance rubric. This study investigates the relationship between teachers’ district of employment, and the Teacher Performance ratings they receive under OTES. For Ohio districts that implemented OTES in 2012-2013, 2013-2014, and 2014-2015, the proportion of various Teacher Performance ratings and Student Growth Measures ratings are examined and compared to statewide proportions, using descriptive data and a log-linear model. Findings speak to the importance of a continued or renewed emphasis on fostering uniform interpretation and implementation of teacher evaluation rubrics and systems.

The Valid Use of Student Performance Measures for Teacher Evaluation

1986 ◽  
Vol 8 (1) ◽  
pp. 45-60 ◽  
Author(s):  
Edward Haertel
Keyword(s):  
Teacher Evaluation ◽  
Student Performance ◽  
Performance Measures ◽  
Test Scores ◽  
Teacher Performance ◽  
Achievement Test ◽  
Student Work ◽  
Student Test ◽  
Poor Teaching ◽  
Single Set

Student achievement test scores appear promising as indicators of teacher performance, but their use carries significant risks. Inappropriate tests improperly used may encourage undesirable shifts in curricular focus or poor teaching practices, and may unfairly favor teachers of more able classes. It is often said that standardized achievement test batteries are unsuitable for teacher evaluation, but few systematic alternatives have been suggested. The purposes of this paper are to analyze some problems in using student test scores to evaluate teachers and to propose an achievement-based model for teacher evaluation that is effective, affordable, fair, legally defensible, and politically acceptable. The system is designed only for detecting and documenting poor teacher performance; rewarding excellence in teaching is viewed as a separate problem, and is not addressed in this paper. In addition to pretesting and statistical adjustments for student aptitude differences, the proposed system relies upon attendance data and portfolios of student work to distinguish alternative explanations for poor test scores. While no single set of procedures can eliminate all errors, the proposed system, if carefully implemented, could expose teaching to constructive scrutiny, organize objective information about teaching adequacy, and help to guide its improvement.

scholarly journals Teacher evaluation by different internal evaluators: Head of departments, teachers themselves, peers and students

2021 ◽  
Vol 10 (2) ◽  
pp. 588
Author(s):  
Talal S. Almutairi ◽  
Nawaf S. Shraid
Keyword(s):  
Teacher Evaluation ◽  
Evaluation System ◽  
Teacher Performance ◽  
The Other ◽  
Peer Evaluation ◽  
Self Evaluation ◽  
Significant Difference ◽  
Survey Instruments ◽  
Internal Evaluators ◽  
Evaluation Survey

<p>This study analyzed teacher evaluation in school, through involving different internal evaluators, in order to determine the extent to which they evaluate teacher performance accurately and objectively. Evaluation survey instruments are used in this study, which are designed based the criteria of existing teacher evaluation system in the context, along with other criteria for evaluating teachers. The sample of this study included teachers, heads of departments and students from high schools in four different districts in Kuwait, received responses as 100 from heads of department, 100 from teachers ‘self-evaluation’, 100 from peer and 912 from students. The findings show that there is no significant difference between teachers’ self-evaluation and heads of departments’ evaluation. On the other hand, this study finds that subjectivism and competition may have an effect on peer evaluation and students may over-evaluate their teachers’ performance as attempt to draw a better picture of their teachers in front of evaluators.</p>

Teacher Performance Appraisal Regulation: A Policy Case Analysis

2020 ◽  
Vol 104 (1) ◽  
pp. 20-33
Author(s):  
Ed Dandalt ◽  
Stephane Brutus
Keyword(s):  
Teacher Evaluation ◽  
Performance Appraisal ◽  
Evaluation System ◽  
Teacher Performance ◽  
Evaluation Systems ◽  
Evaluation Practices ◽  
Empirical Inquiry ◽  
Technical Requirements ◽  
Teacher Evaluation Systems ◽  
Teachers Perspectives

This article uses an analysis of the language used in the Teacher Performance Appraisal Technical Requirements Manual in Ontario to highlight some procedural issues. Arguably, the existence of flaws in the teacher evaluation system is not only limited to evaluation practices but is also embedded in evaluation regulations. Furthermore, the article provides a novel example of how a study of teacher evaluation systems can go beyond teachers’ perspectives of evaluation practices and can also consider teacher evaluation regulations as a source of empirical inquiry and a form of knowledge.

Test Frequency, Student Performance and Teacher Evaluation in the Basic Marketing Class

1987 ◽  
Vol 9 (2) ◽  
pp. 14-19 ◽  
Author(s):  
Fred Miller
Keyword(s):  
Teacher Evaluation ◽  
Student Performance ◽  
Performance Improvement ◽  
Teacher Performance ◽  
Student Perception ◽  
Test Frequency

This article describes a study of test frequency in the basic marketing class. An increase from four to six exams per semester produced significant improvement in student performance. Improvement in the lowest quartile of the class was greater than in the highest. Student perception of teacher performance also improved significantly. The article considers alternative explanations of these results.

scholarly journals An Analysis of Critical Issues in Korean Teacher Evaluation Systems

2016 ◽  
Vol 6 (2) ◽  
pp. 151-171
Author(s):  
Hee Jun Choi ◽  
Ji-Hye Park
Keyword(s):  
Teacher Evaluation ◽  
Evaluation System ◽  
Teacher Performance ◽  
Analytical Framework ◽  
Systematic Analysis ◽  
Efficient System ◽  
Evaluation Systems ◽  
Advantages And Disadvantages ◽  
Performance Based Pay ◽  
Teacher Evaluation Systems

Korea has used three different teacher evaluation systems since the 1960s: teacher performance rating, teacher performance-based pay and teacher evaluation for professional development. A number of studies have focused on an analysis of each evaluation system in terms of its advent, development, advantages and disadvantages, but these studies have beencritically limited in that they have focused only on the partial integration of the three current teacher evaluation systems, without addressing the problems embedded in each of them. The present study provides a systematic analysis of the three current Korean teacher evaluation systems based on a sound analytical framework and proposes appropriate directions for designing an effective and efficient system. It is found that the three systems share commonalities in terms of stakeholders, evaluators, scope, criteria and methods, further supporting the rationale for developing a single comprehensive teacher evaluation system in Korea. Finally, several steps to establish a comprehensive teacher evaluation system based on the analysis results are suggested. 

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