Besides the regular student evaluation sheets students get throughout their school years, teachers do get valid performance evaluations from other staff members in their school and even from school experts that monitor teachers every school year. On a personal experience, when I was younger I would always ask myself who are those people that sometimes walk in my classroom in the middle of a lesson with a clipboard on their hands and dressed in casual attires looking serious, now I could say that those people are evaluating my teacher’s performance at that time. The most notorious of all this is that teachers actually do care a lot more about those random observations that might happen twice a year than an evaluation done by students that engage with them throughout the whole year. Rebecca Shuman, a writer and author of Schadenfreude, A Love Story, stated in a news article she wrote in 2014 titled “Needs Improvement” that, “student evaluations are not only useless, they’re biased”. In her article, she shares a little bit of her teaching years and how student evaluations meant nothing for her.
On the other hand, teachers who develop useful assessments, provide corrective instruction, and give students second chances to demonstrate success which can improve their teaching and assist students to discover. Teachers are responsible for assessing students’ learning. All teacher must have assessment skills to implement the assessment. Teachers used various techniques in assessment even though they may not be given appropriate training on certain facets of classroom assessments (Marso & Pigge, 1988) as cited by Koloi-Keaikitse
The popular press article “Student Course Evaluation Gets an ‘F’” by Anya Kamenetz talks about how student evaluations that are given at the end of a course can matter heavily to a professor trying to earn a promotion. Typically course evaluations are the only source of information a university uses to monitor the progress and success a professor has in his/her classroom. A number of faculty members from a university have been pushing research to support that these student evaluations may not be telling the full truth. A huge issue with these student evaluations is the participation rate can be very low. For instance, if a professor does not sit well with students that did not do well in his/her class then they might have more negative evaluations because they did not perform like they would have liked too.
Although teachers routinely evaluate their students' learning, practice in effective classroom assessment is not yet part of most preserves education programs. Therefore, most teachers have had little preparation for engaging in meaningful, ongoing assessment of student learning. For each classroom assessment teachers create, they should ask, “Will this assessment enable students to demonstrate that they have acquired the skills and knowledge described in the relevant content standards?” Some typical challenges include: Creating or using assessments that align well with lesson or unit objectives and address established content standards; Creating valid assessments that allow students to do well because they are proficient in the objectives (learning outcomes) being assessed. Implementing assessment in reasonable intervals to effectively impact instruction; Offering students adequate participation in the assessment process, enabling them to internalize criteria on which they are being evaluated; and providing adequate opportunity if students, teachers and principals develop their competencies in learning, implementing and modelling the core practices of assessment for learning, and then we will improve learning for all and learn to be autonomous learners. If teachers and principals exercise instructional leadership through collaborative actions to improve the quality of teaching and learning, then we will improve the
Educators, for example, may decide to change students’ curriculum based on what they anticipate will show up on standardized tests. In fact, as stated by James Popham, a professor at the California Institute of Education, “when school district officials or individual teachers are trying to decide whether to alter the instructional program for the next year, they’ll typically base their evaluation-informed decisions on group-aggregated data” (48). Although this may be beneficial in moderation, many schools end up basing their curriculum souley off these tests, thus overlooking an array of skills that are essential to student learning. This process has the opportunity to make a certain district or individual school look outstanding, even if its students lack a multitude of abilities. On the contrary, teachers whose student scores organically seem inadequate may decide to tamper with the results to mask the undesirable scores.
It is very necessary on the part of the teacher to perform effectively in order to bring out the desired outcomes of the learners and this requires effective and appropriate use of teaching skills in classroom. Teachers are asked not only to present information, but to help students grow in creativity, curiosity, social adjustment, problem solving, and responsibility; teachers are also asked to help students develop a good attitude toward classmates and their school. The accomplishment of these goals has a greater chance if teachers use effective teaching competencies. In the fast changing world of the early 21st century, secondary education is also changing; the role of teachers will also change. New social challenges and demands towards education and teachers, change schools into institutions with modern aims and social contracts.
Superintendents noted that one major concern of the evaluation system is that subjectivity in an evaluation system cannot be removed. Some principals are more specific in their evaluations when rating a teacher’s lesson where others are more lenient (Derrington, 2014). Teacher evaluation systems became the main focus of legislation and education when the lack of growth was recognized in student test scores across the nation. The study focused on the validity of the teacher evaluation system in Virginia. Three hundred and thirty-eight teachers from 16 at-risk schools participated in a pilot evaluation system during the 2011-2012 academic year.
Typically, young children especially those in primary schools simply do not learn what they are taught unless there is reinforcement. Assessment is used by educators so often to link their teaching to students’ learning (William, 2013). However, if it is done without any sort of feedback, it might not be useful at all. Teachers assess with the purpose of acknowledging strengths and weaknesses in a child in order to formally or informally instruct the child making room for improvement (Mikre, 2010). It is also important for it informs individual learning achievements to students themselves, their parents and education institutes.
The teacher should lead every experience in terms of the needs and interests of the students as seen in life situations. The daily appraisal helps the teacher in deciding how to guide on-going experiences and when to introduce new ones. On the teacher's part, the decision on how to check the student’s performance would be recognize of the competency that has could be demonstrated by the students and that attributes the tasks that could be performed by the