How may teacher evaluation have an impact on professional development? A multilevel analysis

Delvaux, Eva; Vanhoof, Jan; Tuytens, Melissa; Vekeman, Eva; Devos, Geert; Petegem, Peter Van

doi:10.1016/j.tate.2013.06.011

Cited by 71 publications

(68 citation statements)

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“…The lack of feedback and perception that it is of little use beyond meeting administrative requirements can impact teacher's motivation. Teachers perceptions of appraisal utility is important, as individuals that do not see the value in feedback are less motivated and less likely to take action (Delvaux et al, 2013). Based on a three point satisfaction scale measuring whether teachers enjoyed working at their school, would recommend their school to others, and would not change their school if they could, teachers that felt the appraisal had little impact (t = 32.45, p<.01) or was solely administrative (t = 55.70, p<.01) were less satisfied with their work.…”

Section: Discussionmentioning

confidence: 99%

The emphasis of student test scores in teacher appraisal systems

Smith

Kubacka

2017

EPAA

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Over the past 30 years teachers have been held increasingly accountable for the quality of education in their classroom. During this transition, the line between teacher appraisals, traditionally an instrument for continuous formative teacher feedback, and summative teacher evaluations has blurred. Student test scores, as an 'objective' measure, are increasingly used in teacher appraisals in response to historic questions that evaluations are based on 'subjective' components. Their central position in appraisals is part of a larger Global Testing Culture, where standardized tests are linked with high stakes outcomes. Although most teacher appraisal systems are based on multiple components, the prominence of testing as the taken for granted measure of quality suggests that not all components are given equal weight or seen as equally important. This article further explores the role of testing in high stakes teacher appraisal systems across 33 countries using data from the 2013 TALIS; addressing both the prominence of student test scores and their relative importance in teacher's perceived feedback utility. Results indicate that, El énfasis de los resultados de los exámenes estudiantiles en los sistemas de evaluación del profesorado Resumen: A lo largo de los últimos 30 años, los profesores siempre han sido responsabilizados por la calidad de la educación en su aula. Durante esta transición, la línea entre evaluaciones de profesores, tradicionalmente un instrumento para retroalimentación continua de profesores formativos y evaluaciones de profesores sumativos, se tornó borrosa. Los resultados de los exámenes estudiantiles, como una medida "objetiva", son cada vez más utilizados en las evaluaciones de profesores en respuesta a cuestiones históricas de que las evaluaciones se basan en componentes "subjetivos". Su posición central en las evaluaciones forma parte de una cultura de prueba global mayor, donde las pruebas estandarizadas están vinculadas a resultados de altas participaciones. Aunque la mayoría de los sistemas de evaluación de profesores se basan en componentes múltiples, la prominencia de pruebas como la medida de calidad garantizada sugiere que no todos los componentes reciben igual peso o se consideran igualmente importantes. Este artículo analiza aún más el papel de las pruebas en sistemas de evaluación de profesores de alto riesgo en 33 países usando datos del 2013 TALIS; Abordando la prominencia de los resultados de los exámenes de los alumnos y su importancia relativa en la utilidad de retroalimentación percibida por el profesor. Los resultados indican que, aunque raramente se aplican aisladamente, los resultados de los exámenes de alumnos son el componente más común utilizado en las evaluaciones de los profesores. En relación a otros componentes, la realización de los alumnos se enfatiza con más frecuencia y, cuando se enfatiza en la retroalimentación, los profesores son más propensos a sentir que su evaluación tuvo un impacto limitado en sus instrucciones y se completó sólo como un ejerc...

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Section: Discussionmentioning

confidence: 99%

The emphasis of student test scores in teacher appraisal systems

Smith

Kubacka

2017

EPAA

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“…Useful feedback and support are key in teachers' professional development (Delvaux et al, 2013;Yıldırım, 2007).…”

Section: Discussionmentioning

confidence: 99%

Evaluating the Professional Development Program Aimed Technology Integration at the Era of Curriculum Change

Uslu

2017

EDUC SCI-THEOR PRACT

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Citation: Uslu, Ö. (2017). Evaluating the professional development program aimed technology integration at the era of curriculum change. Abstract Learner-centered and constructivist instructional activities have been emphasized in Turkey' s curriculum since 2005. However, teacher-centered activities are still seen in class. Professional development programs (PDP) are viewed as an important initiative for this paradigm shift, yet in most cases are inadequate at providing it. As such, evaluation studies on PDPs are important for improving their effectiveness. The aim of this research is to evaluate a course on educational technology by using the holistic evaluation model (HEM), which contains the dimensions of context, input, process, participants' learning, organizational culture and change, new knowledge and skills usage, student-learning outcomes, and cost analysis. Mixed method has been used, and data has been collected using interviews, questionnaires, pre/post-tests, and document analysis. The findings show important issues to exist in terms of both context and organizational support and change. Despite these problems, teachers improved their abilities and changed their in-class activities. However, new implementations were mainly based on teacher-centered instructional activities. Nevertheless, these new in-class implementations have a certain type of positive effect on students. Moreover, the HEM is acceptable as a useful and effective evaluation model.

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“…Professional performance was "professional affairs done by professional people", which was defined by Shoji et al (2016) in the research on the professional capability and professional performance of human resource developers. Delvauxa et al (2013) proposed that a person with more professional performance could become an "expert"; on the contrary, one without professional characteristics was regarded as a "novice". Sezgin & Erdogan (2015) pointed out professional performance as the good/bad degree or performance of an individual completing technical work or affairs.…”

Section: Environmental Educationmentioning

confidence: 99%

Environmental Education, Knowledge Management and Professional Performance in eco-tourism: The Impact relatedness

Zheng

Kong

2017

EURASIA J MATH SCI T

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Advanced technology enhances the rapid development of civilization. When the living standard is promoted, people start to pursue higher-quality material needs and mind contentment. The prevalence of leisure and entertainment has travel become an essential part of life. Along with the increasing tourist population, rural ecological environments and historical & cultural monuments are utilized for many tourist spots to cope with above needs as well as attract people who live in urban jungles leaving cities for scenery appreciation and local culture experiencing in countryside. Aiming at Yongchun Niumulin Ecological Tourism Zone, the supervisors and employees, with random sampling, are distributed 320 copies of questionnaire. Total 243 valid copies are retrieved, with the retrieval rate 76%. The research results reveal significant correlations between 1.knowledge management and environmental education, 2.environmental education and professional performance, as well as 3.knowledge management and professional performance. According to the research results, suggestions are eventually proposed in this study, expecting to assist domestic eco-tourism in stable and continuous growth.

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How may teacher evaluation have an impact on professional development? A multilevel analysis

Cited by 71 publications

References 50 publications

The emphasis of student test scores in teacher appraisal systems

The emphasis of student test scores in teacher appraisal systems

Evaluating the Professional Development Program Aimed Technology Integration at the Era of Curriculum Change

Environmental Education, Knowledge Management and Professional Performance in eco-tourism: The Impact relatedness

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