Teacher evaluation has typically two major purposes. First, it seeks to improve the teacher own practice by identifying strengths and weaknesses for further professional development – the improvement function. Second, it is aimed at ensuring that teachers perform at their best to enhance student learning – the accountability function.
Evaluation and assessment tools we offer focus on the provision of feedback useful for the improvement of teaching practices, through professional development. This is to help teachers learn about, reflect on, and improve their practice.
Our evaluation and assessment tools do not entail performance-based career advancement and/or salaries, bonus, pay, or the possibility of sanctions for underperformance. Therefore, teacher evaluation for improvement purposes is likely to benefit from conditions such as:
- A non-threatening evaluation
- Providing and receiving feedback
- Opportunities to enhance competencies and improve practice
Three key measures should be used collectively for teacher evaluation:
- Student Achievement Gains (standardised test scores)
- Classroom Observation Instruments
- Student Perception Surveys
The weight, or the numeric importance, given to any of the above three measures should be driven by its quality. However, research recommends two alternatives for distributing the weight of three factors as seen below: