Use of Student Achievement Scores as Basis for Assessing Teachers’ Instructional Effectiveness: Issues and Research Results

Joshua, Monday T.; Joshua, Akon M.; Maliki, Anges Ebi

doi:10.1080/09709274.2007.11906012

Cited by 14 publications

(9 citation statements)

References 5 publications

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“…Assessment is very important in the learning and instructional process. The result of student achievement score is the basis for assessing the teacher's instructional competence or effectiveness as teacher's evaluation (Joshua, Joshua & Maliki, 2007). Therefore the low score obtained by students is also a symbol lecturer's failure in teaching.…”

Section: The Methods To Increase Students' Motivation In Learning Engmentioning

confidence: 99%

Demotivational Factors of Non-English Major Students in Learning English

Pratiwi¹

2019

ELS-JISH

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The low score obtained by the students is one of the factors, which scale down non-English major students ‘motivation in learning English, and vise versa. This case results the students seem to be indifferent to this important lesson. Demotivation is discussed due to its negative orientation and it has direct educational implications. Thus, it seems necessary to investigate and explore demotivational factors in learning English of non-English major students in order to improve the quality of education in Indonesia. The subject of this qualitative case study was learners of information system and computer department in STMIK Bina Adinata, South Sulawesi, Indonesia. A total of 51 students responded to the questionnaire which analyzing 30 items of six demotivational constructs use Guttman scale format and 6 students of the third semester in academic year 2018/ 2019 who got the lowest scores in the last semester represented in-depth interviews to dig deeper their perception about demotivational factors they perceived during learning English at college. The results show that lecturers' inappropriate teaching method, inadequate facilities, grammatically teaching material, lack of students' self-confidence, low score, little chance to practice and lack of students' awareness were the most demotivating factors for non-English major students. This information then can be used as a basic goal setting, method, strategy, and relevant learning materials with the needs of graduates. However, the lecturer is the most important key who can restore students' motivation in English language learning.

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Section: The Methods To Increase Students' Motivation In Learning Engmentioning

confidence: 99%

Demotivational Factors of Non-English Major Students in Learning English

Pratiwi¹

2019

ELS-JISH

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“…First, status models do not adjust for or take into account any student preconditions. It was difficult to interpret test scores as there were student factors that were beyond the school or teacher's control (Joshua, Joshua, & Kritsonis, ). Second, a single indicator at one point in time to rate students, teachers, and schools was not a good indicator of what schools were really doing for their students (Nichols, Glass, & Berliner, ).…”

Section: Review Of Literaturementioning

confidence: 99%

“…Third, cut scores for proficiency were set arbitrarily and typically had wide ranges, making it difficult to conclude the true level of student's academic ability (Batista, ; Ladd & Lauen, ). Fourth, snapshots of student achievement contained measurements of both school and non‐school effects (Doran, ) making it difficult to interpret test scores (Joshua et al, ). Fifth, status scores in specific grade levels did not measure skills from current and prior grade levels.…”

Section: Review Of Literaturementioning

confidence: 99%

The impact of teacher–student relationships and classroom engagement on student growth percentiles of 7th and 8th grade students

Dennie

Acharya

Greer

et al. 2019

Psychology in the Schools

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The study examined the extent that teacher–student relationships (TSR) influenced basic psychological needs, engagement, and student growth using the self‐systems process model as a framework using structural equation modeling. Based on prior research, it was hypothesized that context (TSR) influenced self (basic psychological needs), which influenced action (engagement), and consequently, influenced outcome (student score and grade point average‐GPA). The findings of the study supported prior research that a TSR positively influenced levels of engagement in the classroom and, consequently, student outcomes as measured by classroom grade point average (GPA) and standardized assessment results. Using an identical methodological setup that substituted student growth percentiles (SGP) for scale scores, it was determined that TSR, basic psychological need satisfaction, and level of engagement do not influence SGP. Implications and potential contributions are discussed.

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“…The researcher investigates the explanatory relationship among the dependent and independent variables by the application of one way ANOVA test (Joshua, et al 2006). The values were calculated by the researcher for six independent variables (such as low status of the women in socio-political and economic sphere, Intra-household child labour patriarchal structure, conservative attitude of the family and community, preference to boys education as well as direct and indirect cost of schooling).…”

Section: Discussionmentioning

confidence: 99%

Socio-Cultural and Economic Impediments of Inequality in Provision of Educational Right to Female: A Case of Southern Punjab (Pakistan)

Sattar

Yasin

Afzal

2012

ijhrs

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Inequality in provision of educational right to girls is the leading rationale of their exclusion from the mainstream. If the marginalized sections of the society such as minorities, disabled and girls are given education as their indispensable human right then this will escorts towards their social inclusion in education sector. Enrollment ratios of girls lag far behind than boys at all levels of education in Pakistan. Worldwide literacy rates for adult men far exceed from women. Education enhances labor market productivity and income growth, yet educated women have beneficial effects on social well-being of the family. The social benefits from women's education ranges from fostering economic growth to extending the average life expectancy among female population. Despite these facts the issue of educational

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Use of Student Achievement Scores as Basis for Assessing Teachers’ Instructional Effectiveness: Issues and Research Results

Cited by 14 publications

References 5 publications

Demotivational Factors of Non-English Major Students in Learning English

Demotivational Factors of Non-English Major Students in Learning English

The impact of teacher–student relationships and classroom engagement on student growth percentiles of 7th and 8th grade students

Socio-Cultural and Economic Impediments of Inequality in Provision of Educational Right to Female: A Case of Southern Punjab (Pakistan)

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