Teacher assessment: a review of the performance appraisal literature with special reference to the implications for teacher appraisal

An Analysis of Teacher Performance Appraisals and Their Influence on Teacher Performance in Secondary Schools in Kenya

“…These differing approaches are rooted partly in different governance. This concurs with Whyte (1986) who suggests that there is considerable suspicion about the real intentions of the government in suggesting appraisal at the present juncture, and many believe valid, reliable appraisals of teacher competence will be difficult if not impossible to achieve because of the complexity and variety of demands made on teachers in their professional role. The key to effective appraisal therefore is getting the balance right between assessing performance and assisting personal development (Elliott, 2015) and the balance will emanate from favorable policies from the government.…”

The visibility and invisibility of performance management in schools

“…This is perhaps the central point of conflict in the recent reforms of the performance management reforms, attracting strong opposition from the teaching unions [National Association of Schoolmasters Union of Women Teacher (NASUWT), ] and individual schools (Baynes, ). Yet the panoptic in performance management is not only to be found within inspections and observations—appraisal can also be considered within this perspective, especially as appraisals for teachers pre‐date the formalisation of performance management (Whyte, ; Bartlett, ; Hannay et al ., ). With shades of the confessional (Barry et al ., ; Wilson ), appraisal can be seen panoptically in two ways: first, with an onus on teachers collecting evidence of their performance to inform their appraisal, participants engage in self‐surveillance, becoming an informant to the process.…”

The different appraisal profiles of a group of nurses and nursing aides: implications for policy initiatives

“…There is a consensus opinion in the literature that appraisals or performance reviews can develop the workforce resource. Indeed, well planned and executed appraisals have been credited with multiple beneficial outcomes which have included: 0 increased employee motivation (Boissoneau & Schwann 1991); reduced turnover and absenteeism (Riley 1983) recognition and feedback (Fletcher 1986); staff development and the identification of learning needs (Whyte 1986;NHSTD 1991;de la Cour 1992;Rowe 1992); improved job performance (Waldman, Bass & Einstein 1987;Atkins & Haigh 1992;Eggart 1993); improved communication and interpersonal relationships (Hurst Albam-Metcalf & Jones 1989;Blegen et al 1992); personal growth and development (Pincus 1982;Wilson & Cole 1990;Herbert & Evans 1991;Atkins & Haigh 1992); the provision of a basis for effective career planning and guidance (Watt & Anderson 1988;Jordan & Nasis 1992) ; 0 a constant dynamic tool for forward planning (Rowe 1992); and 0 a mechanism which systematically improves the match between organizational needs and individual abilities (Pincus 1982).…”

“…Thirdly, appraisal systems fail unless they are embedded into the culture and function of the organization and all those involved in the process (i.e. appraisers and appraisees) believe in its values and ambitions (Walton 1985;Gourlay 1986;Whyte 1986;McConnell 1991;Rowe 1992;Northcott 1993).…”