Evaluation of Classroom Instruction Regardless of the perspective about teaching, and even as the debate on art versus science continues, what is undeniable is the complexity of the teaching-learning teaching-learning process, and consequently of the evaluation process. Prepared by: Joycelyn Solis-Copia
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y
va uate uate assro ssroo om Instruction?
Evaluation is important and crucial process that is the parcel responsibility of the instructional supervisor. Despite the problems encountered in the evaluation of classroom instruction, it is still used in many schools to: 1.Help the instructional supervisor know how to assist teachers in their work 2.Assess the quality of instruction 3.Monitor teachers’ progress in instruction 4.Serve as basis for administrative decision making (rehiring, retention, retention,
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y
va uate uate assro ssroo om Instruction?
Evaluation is important and crucial process that is the parcel responsibility of the instructional supervisor. Despite the problems encountered in the evaluation of classroom instruction, it is still used in many schools to: 1.Help the instructional supervisor know how to assist teachers in their work 2.Assess the quality of instruction 3.Monitor teachers’ progress in instruction 4.Serve as basis for administrative decision making (rehiring, retention, retention,
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An Overview Evaluation of Classroom Instruction
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TEACHING: “ART VS SCIENCE” PERSPECTIVE
Teaching as “Art vs Science “ Perspective
“Science of teaching” teaching” perspective emphasize the notion that teaching is a series of highly integrated skills that can be acquired and developed.
“ Art of teaching” teaching” perspective lies within the application of knowledge and skills, taking place in the context of the unique, situational nature of the classroom.
However, regardless of the teaching-learning process perspective (art vs science), there is a consensus that teaching is indeed, a complex and multi-faceted process.
One cannot truly become an effective teacher without integrating both the art and science of teaching.
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TEACHING
A Continuum Model Of “Art and Science” Reyes (2002) developed a Filipino model of expert expert teaching based on a study of 69 expert teachers in the Philippines. The study surfaced the following dimension of expert, as well as responsible teaching:
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DIMENSIONS OF EFFECTIVE TEACHING
Expert Teaching § Subject matter expertise § Classroom management expertise § Instructional expertise § Diagnostic expertise § Communication expertise § Rational expertise
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TEACHING Responsible Teaching § Learner-centered teaching § Skills in developing students’ responsibility for learning § Skills in values integration The Filipino model developed by Reyes provides a continuum of the “art of teaching” and “science of teaching” perspectives. It includes 2 subdomains, the essentials and enhancers.
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A Pyramid Model of Teaching Expertise in Philippine Higher Education
E S S E N T I A L S
E N H A N C E R S
Source: Reyes, F (2002). Unveiling teaching expertise: A showcase of 69 expert teachers in the Philippines. Manila: De La Sale University Press
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TYPES OF EVALUATION
Formative – when the purpose of evaluation is primarily to determine the effectiveness of the delivery of instruction that will serve as the basis for improvement.
Summative – when the purpose of evaluation is to use the results for making administrative decisions. 9
CATEGORIES FOR EVALUATION 1.Content-related behaviors – relate to the mastery of the subject matter 2.Instruction-related behaviors – pertain to the methods and strategies including effective communication 3.Climate-related behaviors – are concerned with the physical and socio-emotional environment conducive to learning 4.Classroom management-related behaviors – are associated with effective classroom organization 10
TEACHING COMPETENCIES Parry (1998), considers the following items as constituting teaching competencies:
1. Communication skills (verbal and non-verbal) 2. Knowledge of a variety of teaching strtegies (instruction) 3. Skills in planning and organization (planning) 4. Mastery of subject matter (content) 5. Skills in assessing learning outcomes (evaluation of learning) 6. Skills in classroom management (classroom discipline) 7. Attitudes that foster learning (personality)
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TEACHING COMPETENCIES
Communication Skills Simonds (2001) argues that :
ü communication
plays an important role in
instruction ü Involves the use of verbal and non verbal language to stimulate and maintain student’s interest ü Establish a climate conducive to learning ü Use to manage student behavior ü Tool for mediating, negotiating, and resolving conflicts in the classroom 12
TEACHING COMPETENCIES Callahan and Clark (1988) maintain that the use of questions is one of the most important teaching techniques. Thus, it is necessary for teachers to develop good questioning techniques as an essential communication tool. It enables the teacher to: ü Assess students progress ü Stimulates thinking ü Emphasize key points ü Motivates students to pay attention 13
TEACHING COMPETENCIES According to Christenbury (2000), one vital aspect of communication is listening. Teachers who listen and allow their students to speak in class without interrupting make their students feel that what they say is important and worth the attention. Instructional Skills These skills pertain to the ability of the teacher to use a repertoire of instructional strategies that lead the students to be involved actively in the learning process.
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TEACHING COMPETENCIES Instructional skills are demonstrated by competent teachers through:
ü
the application of motivation and presentation strategies suited to the topic and class level ü use of appropriate instructional materials ü selection and pacing of learning activities that sustain students’ interest ü ease in explaining difficult concepts by using simple terms ü the art of questioning 15
TEACHING COMPETENCIES
Organization and Planning ü The organization of content, materials, and methods of classroom instruction requires careful planning. ü Lesson plans contain learning objectives, instructional procedures, required materials, and written description of how the students will be evaluated.
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TEACHING COMPETENCIES Mastery of the Subject Matter
ü
Teachers are expected to be expert on the subject matter being taught ü Teachers should be well-versed about the topic under discussion ü A common reminder to teachers is to make sure that he/she is not only one chapter ahead of the students , but several books ahead instead. ü A saying says “You can’t give, what you don’t have.” 17
TEACHING COMPETENCIES Evaluation Skills ü The teacher can use the evaluation results to determine whether the concepts and skills emphasized during instruction were understood or not. ü In effect, an assessment conducted at the end of the lesson is an evaluation of the quality of the teacher’s performance. ü Evaluation results can be used as bases for improving instruction through further clarification, additional explanation, or sometimes re-teaching.
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TEACHING COMPETENCIES Classroom Management According to Kounin instructional management , classroom management includes all of the things a teacher does in pursuit of two important objectives: 1. To foster students involvement and cooperation in all classroom activities 2. To establish a productive working environment in the classroom
It is important for a teacher to make sure that before instruction takes place, there is all around readiness in terms of the room, activities, materials and more importantly the students.
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LEARNING OUTCOMES OF STUDENTS
According to Cangelosi, classroom observation should not concerned only with teaching competency variables. Classroom observation must also focus on student outcome variables because student achievement is the goal of instruction and therefore the success of the lesson depends on how well the students realize the learning goals.
In evaluating teaching effectiveness, it is necessary to know the degree to which the students have achieved the learning goals specified by the lesson, and to determine the other influences of the instruction on student progress and development. This is based on the assumption that the quality of the product reflects the quality of the process that produce it.
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TYPES OF OBSERVATION
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TYPES OF OBSERVATION
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TYPES OF OBSERVATION
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TYPES OF OBSERVATION
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TYPES OF OBSERVATION
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LENSES OF OBSERVATION •
•
•
•
•
Learning Climate – facilities and materials, student observance of class rules and procedure, teacherstudent, student-student interactions, and teacher’s expectations of students Classroom Management – student behavior, cleanliness and orderliness of the environment, smooth flow of the lesson, and observance of classroom rules and routines Lesson Clarity – clarity of explanations or directions; logical sequence of the lesson, suitability of the strategies; effective use of audio-visual aids; quality of the Q & A that promote higher thought process; students practical application of concepts and theories learned Variety – variety of teaching strategies; provisions for different modes of learning; variations in the use of non verbal; and different use of rewards and reinforcers Task Orientation – implementation of well designed lessons and effectiveness of the teacher in maintaining the smooth flow of the lesson 26
LENSES OF OBSERVATION •
• •
• •
Student Engagement – quality of learning activities which may include exercises, problem sets, seat works, and group activities; the monitoring of such activities; feedback to guide students Student Success - students’ completion of work at moderate or high level of success; timeliness of feedback and corrections Higher Thought Process – teacher provides activities and ask questions that require critical thinking, reasoning, and problem solving for higher order thought processes and discovery
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MEASURING INSTRUMENT FOR EVALUATION
Because life in the classroom is based on context and dependent on situation the use of the evaluation instruments are needed to gather empirical observations. A well-designed instrument when properly used by trained observer produces a measurement results that have high degree of validity and reliability. Supervisors must be careful in the use of the evaluation instruments. A high inference criteria will yield to a subjective interpretations. On the other hand, low inference criteria uses specific indicators which are measurable and observable.
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MEASURING INSTRUMENT FOR EVALUATION
An Example of a Pseudo Instrument ITEM
RATING
1. The teacher displayed mastery of 1
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3
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5
2. The teacher used effective and appropriate 3. The teacher conducted communication. the class very well.
1
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5
1
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5
the subject matter.
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MEASURING INSTRUMENT FOR EVALUATION Examples of Low Inference Indicators of Subject Mastery ITEM
RATING
1. Taught without notes.
1
2
3
4
5
2. Provided examples to illustrate terms or concept. 3. Give accurate answers to students’ questions. 4. Related the topic to real-life situations. 5. Related the subjects to other fields.
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1
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5
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DEVELOPING A MEASURING INSTRUMENT
Shrinkfield and Stufflebeam (1195) proposed guidelines for developing a measuring instrument. 1.The development of the measuring instrument is done collegially. 2.The purpose of evaluation is clarified by defining the evaluation variables with specific sub-variables. 3.Measurable and observable indicators are identified for each sub-variable. 4.The items are developed and then reviewed for content validity by experts. 5.The instrument is revised based on the comments and suggestions of experts, as well as on statistical analysis (factor 31
DEVELOPING A MEASURING INSTRUMENT 6. The revised draft i pilot-tested in one or two classrooms to obtain feedback on clarity of directions and procedures potential for validity and reliability. 7. The items are modified based on the feedback obtained during field-testing. 8. The instrument is field-tested with several classes. Feedback from the field tests is used to finalize the instrument 9. A formal test is conducted to assess reliability of the instrument.
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ASSESSING MEASUREMENT VALIDITY AND RELIABILTY Degree
Consistency
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VALIDITY
1. Concurrent-Related Validity Evidence
Definition: The evidence shows the degree to which performance on one instruments relates to performance in a standardized instrument Illustration:
r ep ar e
Given at I ns tr um en tapproximately the o mm er ci a same time
I ns tr um en t
Results are highly correlated
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VALIDITY
2. Construct-Related Validity Evidence
Definition: The evidence shows the degree to which an instrument measures a trait (construct) that is abstract and therefore not directly observable. Illustration:
ANALYSIS
s tr ac t C on ce pt s MAKING JUDGMENT
Example:
Creativity
Use of different attention-getting devices
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VALIDITY
C. Content-Related Validity Evidence
Definition: The evidence demonstrates the appropriateness and comprehensiveness of the content to the particular variable being described. Illustration:
CONTENT NDICATORS
CONSISTENT
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VALIDITY
D. Predictive-Related Validity Evidence
Definition: The evidence provides information as to the degree to which estimated performance becomes a reality. Illustration:
v al ua ti o
I ns tr um en t
Given at present time
Given at some future time
Results are highly correlated
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RELIABILITY 1. Stability-Related Evidence
Definition: This evidence refers to the degree to which some scores of a group of individuals on the instrument administered on one occasion are consistent with the scores of the same group using the same instrument at later date Illustration:
v al ua ti o
I ns tr um en t v al ua ti o
Given at present time
Same group I ns tr um en tSame instrument Given at different dates Scores are consistent
Given at later data
Scores are highly correlated 38
RELIABILITY 2. Equivalence-Related Evidence
Definition: This evidence refers to the extent to which two forms of measuring instrument yield similar, if not identical, results. Illustration:
v al ua ti o
I ns tr um en t v al ua ti o
I ns tr um en t
Same group Different
instruments Results a\re equivalent
Results are similar or identical
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RELIABILITY 3. Internal Consistency-Related Evidence
Definition: This evidence provides information on the agreement of the different items in one instrument Evaluation Instrument A Illustration:
Item 1 Item 2 Item 3 Item 4 Item 5
Item 6 Item 7 Item 8 Item 9 Item 10
Same instrument Split-method Results are
correlated
Results are strongly correlated 40
EVALUATION OF TEACHERS
Evaluation of Beginning Teachers Cangelosi (1991) maintains that the most challenging and difficult evaluations are those involving beginning and marginal teachers. The first three years of their professional careers are the most significant, challenging, and threatening. It is during these early years that neophyte teachers try to adapt to their new career and working environment.
Beginning teachers are generally occupied with feeling of doubt and fear of inadequacy. These feelings are compounded by heavy workload that neophyte teachers are not prepared to handle because of lack of experience. These problems and concerns will impact the evaluation of classroom performance.
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EVALUATION OF TEACHERS
Evaluation of Marginal Teachers The more problematic area is distinguishing between the potentially competent and the misplaced individuals. The misplaced individual will perpetuate instructional incompetence that will be difficult to reverse as time goes by. This has dismal consequences, because instructional incompetence is disservice to the community and taints the teaching profession. If misplaced individuals are allowed to go on, they are prevented from seeking more satisfying careers for themselves. On the other hand, potentially competent teachers who are not identified and given support, may ruin potentially satisfying careers that may be a valuable resource for the school and the teaching profession.
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EVALUATION OF TEACHERS
Evaluation of Expert Teachers In order to reward and motivate teaching excellence, Cangelosi (1991) suggests summative evaluations based on costeffective measurements to serve as bases for designing merit-pay programs (based on levels of productivity), and career ladder programs (schemes to enhance teachers’ opportunities for promotions). The success of these strategies depends on how well the evaluation instruments discriminate meritorious, excellent instruction from a teaching performance that is merely competent. Summative evaluations for expert teachers are designed to identify exemplary meritorious instruction. This presupposes that they are properly identified and screened. They can be recognized through: ü
Consistent high summative evaluations ratings on classroom performance over a period of 3 years ü Endorsement from peers (colleagues and professional groups) ü Fulfillment of higher level credentials (i.e., graduate programs) ü Scholarly work (research and publications). ü 43
EVALUATION OF TEACHERS Because evaluation affects professional satisfaction and income, it can also create controversies, conflicts, antagonism and perceptions of unfair treatment when expert teachers fail to qualify for advancement because of the evaluation results, or when they think that others have been unfairly promoted ahead of them. To avoid this Cangelosi, suggests that these crucial questions be resolved: 1. How well does performance, relative to the summative evaluation variables, correlate with qualifications for meeting the responsibilities of the advanced position? For example, will an expert teacher whose instructional performance rates higher, according to the summative evaluation, be better qualified to serve as a master teacher for a teaching team than one whose teaching receives lower ratings but whose interpersonal skills rate higher? 2. Does the evaluation discriminate only on relevant variables (i.e., ones subsumed by teaching performance), and not on irrelevant variables (i.e., ethnicity, sex)? 44 3. Are criteria, evaluation variables, and the pr for making
EVALUATION SYSTEM • The choice of criteria is usually guided by the mission-vision of the school, as well as accepted concepts and principles found in the literature. • As a rule, the evaluation system implemented in a school is clearly defined in faculty and administrative manuals. • Evaluation systems include specific elements such as: Ø Ø
Rationale – explains the nature, objectives and benefits to be derived from the evaluation system Areas of evaluation – identify the different dimensions to be assessed in addition to classroom teaching such as efforts exerted towards professional growth, demonstration of ethical 45
EVALUATION SYSTEM • Cangelosi (1991) contends that instructional supervisors who try to help teachers improve their craft should not be involved in summative evaluations. According to him when instructional supervisors are freed from the burden of conducting summative evaluations, they concentrate on making more effective and efficient in-service and staff development programs. • The evaluation procedure specifies the following: Ø The
data-gathering process (including the instruments to be used) Ø The feedback mechanism Ø The needed documents to be submitted to support claims about accomplishments and achievements. 46
EVALUATION SYSTEM
Ø The
schedule and frequency of the evaluation Ø The identification of the evaluators (i.e. principal, assistant principal, subject area coordinator) Ø It also explains the way the different criteria will be assessed and the weight apportioned for each criterion
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EVALUATION SYSTEM Overall Faculty Evaluation Form
Area of Evaluation Teaching Performance Professional Growth and Community Development Service Professionalism OVERALL RATING
Overall Rating Weight Final Obtained % Per Area
Rating
Remark
Source:
Balajadia, R.(2004). Development and validation of faculty evaluation system and instruments for archdiocesan elementary schools in Pampanga. Unpublished Dissertation, De La Salle University, Manila.
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EVALUATION SYSTEM An Example of Assigning Weights
Evaluator
Weight (%)
Principal
10
Vice-principal
20
Grade level head
30
Subject area coordinator
40
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