scholarly journals Teachers’ Self-Assessment of Their Teaching Effectiveness at Higher Secondary Level in Pakistan: A Case Study

2019 ◽  
Author(s):  
Lubna Quddus ◽  
Mukhdoom Khalid ◽  
Muhammad Waris Ali Khan
Keyword(s):  
Teacher Evaluation ◽  
Teaching Effectiveness ◽  
Secondary Level ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Teaching Process ◽  
Self Monitoring ◽  
Professional Performance ◽  
Self Learning

Self-assessment is a process of continuous reflection, self-monitoring, and selfjudgment, to review an individual’s strengths and weaknesses and helps to discover areas which need improvement. It involves an individual’s learning from his experiences, by judging his personal, educational as well as his professional performance. Selfassessment enables teachers to get control over their progress. It can serve as one of the most influential tools for the measurement of teacher quality. The researcher of this study administered a questionnaire which consisted of two parts. Part one comprised of SITE II (Self-assessment Instrument for Teacher Evaluation II) on which teachers rated themselves, and part two was designed to explore teachers’ opinion about the effectiveness of self-assessment. The sample comprised of 107 teachers of higher secondary level. The basic motive of the researcher was to enhance learning through self-assessment to know if such self-assessment exercises may promote quality teaching in classrooms. It was found that the respondents viewed that self-assessment helps them understand their strengths and weaknesses. It establishes teachers’ involvement in self-learning, which can serve as a sound basis in the teaching process. By doing self-assessment, teachers can re-consider as to how they are teaching in their classrooms.

scholarly journals Reflective portfolio as evaluation and self-assessment instrument in the teaching process learning: Experience report

2020 ◽  
Vol 6 (9) ◽  
pp. 67-72
Author(s):  
Selma Kazumi da Trindade Noguchi ◽  
Diego João de Lima Arrais ◽  
Enderson Vasconcelos de Lima ◽  
Juliana de Oliveira Bezerra ◽  
Giovanna Farias de Sousa ◽  
...  
Keyword(s):  
Learning Experience ◽  
Experience Report ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Teaching Process ◽  
Process Learning

scholarly journals CONSTRUCTING TEACHER’S SELF-ASSESSMENT OF RAPPORT BUILDING IN EFL CLASSROOM

2017 ◽  
Vol 9 (2) ◽  
pp. 89 ◽  
Author(s):  
Muhamad Nova
Keyword(s):  
Design Research ◽  
High Reliability ◽  
Classroom Interaction ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Self Monitoring ◽  
Efl Teachers ◽  
Rapport Building ◽  
Positive Social Interaction ◽  
Building Rapport

A good education is not only about academics, but also the positive social interaction in classroom. Therefore, there is a need to build rapport in classroom interaction. In building rapport, EFL teachers need to conduct several activities, and through self-assessment, teachers can monitor and evaluate their own teaching for professional development. However, self-assessment instrument for building rapport has not been developed yet by any researchers. To fill the needs, this study is established to construct a self-assessment for teacher in building rapport in EFL classroom. By applying design research from a curriculum perspective, the results revealed a self-assessment instrument of maintaining rapport for EFL teacher. The Cronbach’s alpha coefficient (α = .928) of this instrument indicated high reliability and the instrument can be considered a reliable instrument to be used for the study sample. EFL teachers can do self-monitoring and self-evaluation on their rapport building in classroom interaction. Additionally, further research in investigating the effect of using this instrument in assessing teacher’s quality is required.

scholarly journals A Review of Nontraditional Teaching Methods: Flipped Classroom, Gamification, Case Study, Self-Learning, and Social Media

2019 ◽  
Vol 9 (4) ◽  
pp. 273 ◽  
Author(s):  
Elnaz Safapour ◽  
Sharareh Kermanshachi ◽  
Piyush Taneja
Keyword(s):  
Social Media ◽  
Teaching Methods ◽  
Flipped Classroom ◽  
Teaching Effectiveness ◽  
Personal Attitude ◽  
Course Objectives ◽  
Personal Skills ◽  
Nontraditional Teaching ◽  
Self Learning

Traditional teaching methods rely solely on the use of textbooks, but teaching effectiveness assessment methods have demonstrated that most students taught by this method do not absorb the course content up to the expected level. Multiple researchers have introduced nontraditional teaching methods, but there is no scientific consensus on the best nontraditional teaching methods that are tailored to learners’ abilities while most effectively addressing the course objectives. Therefore, the goal of this review was to address the following questions across all engineering disciplines, based on learners’ abilities and the course objectives: (a) What are the benefits of nontraditional teaching methods? and (b) How would you categorize the benefits of nontraditional teaching methods? A qualitative review was conducted to achieve these goals, and the initial search for papers, using relevant keywords, resulted in more than 2000 peer-reviewed articles that were published between 2000 and 2017. A total of 125 peer-reviewed articles pertaining to the most frequently studied nontraditional teaching methods were comprehensively studied and analyzed. The analysis resulted in practical guidelines, including a list of the benefits of the five studied nontraditional teaching methods (flipped classroom, gamification, case study, self-learning, and social media) belonging to four categories: technical/professional, personal skills/ability, personal attitude, and time and space. Based on the results, the authors established significant guidelines for instructors who aim to optimize learners’ achievements by adopting the most effective teaching styles, based on their course objectives and the learners’ abilities.

scholarly journals COMPARISON OF SELF-EVALUATED AND STUDENTS-REPORTED TEACHER’S EFFECTIVENESS OF MEDICAL TEACHERS: A CROSS SECTIONAL STUDY

2020 ◽  
Vol 11 (3) ◽  
pp. 17-24
Author(s):  
Gul Shaikh ◽  
Seema Gul ◽  
Manya Tahir
Keyword(s):  
Teaching Effectiveness ◽  
Cross Sectional Study ◽  
Assessment Instrument ◽  
Sectional Study ◽  
Self Assessment ◽  
Cross Sectional ◽  
Self Evaluation ◽  
Medical College ◽  
Evaluation Of Teaching ◽  
Medical Teachers

ABSTRACT BACKGROUND & OBJECTIVE: Opinions regarding student’s evaluation of faculty performance and use of formal feedback from students and/or lack of self-evaluation to improve their performance ranges widely. Keeping this under consideration, the present study was conducted to compare self-evaluated and students-reported teaching effectiveness of medical teachers. METHODOLOGY: A cross sectional study was conducted in Islamic international Medical college Rawalpindi, of three months duration (10th September to 10th December, 2018), on a sample of one hundred medical students and twenty medical teachers. Teaching effectiveness was assessed using “Self-assessment Instrument for Teacher Evaluation (SITE)” and students rated “Evaluation of teaching performance (CEID)” questionnaires. RESULTS: Teachers rated their teaching more effective with a mean score (M=111) than students (M= 109). The result was significant statistically. CONCLUSION: Self-evaluated teaching effectiveness was rated higher than students reported teaching effectiveness.

scholarly journals ACTION-ORIENTED LANGUAGE TEACHING: OPINIONS OF STUDENTS OF FRENCH ABOUT SHORT FILM SHOOTING PROJECT

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Canan Aydınbek ◽  
Esra Başak Aydınalp
Keyword(s):  
Language Teaching ◽  
Project Based Learning ◽  
Short Film ◽  
Self Assessment ◽  
Intercultural Skills ◽  
Assessment Skills ◽  
Cultural Self ◽  
Faculty Of Education ◽  
Self Learning

The aim of this study is to analyze efficiency of teaching French with a short film project and to reveal learners' opinion. In this study, case study, which is one of the qualitative research methods, was preferred. This study was conducted with 10 students of Anadolu University, Faculty of Education, French Language Teaching Department. The data is collected through observation and group interview techniques. Macro and micro tasks were assigned in order to develop learners' linguistic and extra linguistic skills during 8-weeks. Furthermore, products such as scenario, banner, short-film etc. have also been analyzed as documented data. Observation and interview notes were coded by two researchers and 92% reliability was achieved; 6 themes and 15 subthemes were thus forged. According to findings, the motivation of the participants increased. Possible reasons for this are the different and fun activities, creating a concrete product and feeling successful. In group work a positive synergy observed among good associates, but learners’ discussion, co-deciding and cooperation skills need to be improved. Participants stated that their creativity, socio–cultural, self-learning and self-assessment skills have developed. In conclusion, project-based learning, supported by action-oriented approach, helps to increase student motivation, creativity, intercultural skills and autonomous learning skills. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0880/a.php" alt="Hit counter" /></p>

scholarly journals CORRELATING TEACHER SELF-ASSESSMENT SCORE WITH STUDENT ACHIEVEMENT IN ENGLISH AND MATHEMATICS

2013 ◽  
Vol 30 (2) ◽  
Author(s):  
Muhammad Akram ◽  
Sally J Zepeda ◽  
Sally J Zepeda
Keyword(s):  
Student Achievement ◽  
Teacher Evaluation ◽  
Subject Matter ◽  
Subject Matter Knowledge ◽  
Assessment Instrument ◽  
Instructional Planning ◽  
Self Assessment ◽  
Assessment Score ◽  
English Only ◽  
And Mathematics

This study aimed to measure the relationship between teacher self-assessment score and student achievement in English and Mathematics. The researchers developed a Self-assessment Instrument for Teacher Evaluation (SITE) based on five National Professional Standards for Teachers developed by the Ministry of Education, Pakistan. Using a convenient sampling method, 279 English or Mathematics teachers of grade 10 in 40 public boys’ and girls’ high schools in district Okara were surveyed who self-evaluated their performance on the SITE II. Additionally, based on the Lahore Board’s annual matriculation examination results 2014, the achievement scores in English or Mathematics (n=7245) of students were also collected from teachers. The study found positive, weak or moderate, relationships between teacher evaluation scores and student achievement in English, as well as in Mathematics. The findings also revealed that Subject Matter Knowledge, Instructional Planning and Strategies, Assessment, Effective Communication, and Continuous Professional Development, individually, significantly predicted student achievement in English and Mathematics. The Subject Matter Knowledge, Instructional Planning and Strategies, and gender significantly explained 28% of the observed variance to predict student achievement in English. Only Subject matter Knowledge explained 12% of the variance in student achievement in mathematics.

scholarly journals Informe de autoevaluación como herramienta formativa para árbitros de fútbol. Estudio de caso

2020 ◽  
pp. 33
Author(s):  
David Recio Moreno ◽  
Tiberio Feliz Murias
Keyword(s):  
Formative Evaluation ◽  
Assessment Tool ◽  
Educational Practice ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Level Of Satisfaction ◽  
Evaluation Feedback ◽  
High Level

In this article we present the results of an evaluative study of an educational practice that focused on the training of participating referees at an international football tournament. The aim was to provide referees with a self-assessment instrument for analyzing and evaluating their refereeing performances at the tournament. The instrument also provided the teaching team with a source of information for detecting the referees’ daily needs and facilitating dialogical feedback processes in the context of a formative evaluation. Feedback was conducted at training meetings characterized by a participative, interactive and collaborative methodology in which video was used as a fundamental didactic resource. This case study employed a range of complementary methodological, qualitative and quantitative techniques and instruments. We analyzed 371 self-assessment reports produced after the matches by the 28 participating referees and evaluated the usefulness and contributions of the self-assessment tool. We also evaluated the referees’ level of satisfaction with the training proposal by analyzing their responses to a questionnaire and holding discussions with their trainers. The results revealed a high level of satisfaction and acceptance of both the instrument and the methodology developed at the work meetings. They also highlight the value of video content as teaching material, the quality of the feedback received, and the participatory, interactive and collaborative approach adopted at the sessions. This proposal is intended to be transferable to other situations and training contexts.

Classeek Spirits of the World: E-Business Internationalization

2011 ◽  
Vol 12 (2) ◽  
pp. 137-144 ◽  
Author(s):  
Harry Matlay ◽  
Paul Westhead ◽  
Mike Wright
Keyword(s):  
Small Firm ◽  
Secondary Level ◽  
Family Businesses ◽  
Firm Internationalization ◽  
The World ◽  
Reputational Capital

This case study examines the motivations and barriers to small firm internationalization. The entrepreneur's human and reputational capital, experience and knowledge are leveraged to address barriers. An e-business platform strategy is illustrated. At a secondary level, the case also demonstrates the challenges inherent in revitalizing family businesses over generations of ownership.

Sign in / Sign up

Export Citation Format

Share Document