A practical study of formative
teacher evaluation tools.
Hassen Rached
Abstract
Formative assessment is of paramount importance for
Continuing Professional Development. It aims to support
teachers in their development as professionals by
providing information about what teachers do in relation to the
curriculum and its objectives and the impact of teaching on the learning
process. This paper presents what teacher formative
assessment is, why it is important, evaluation tools and
procedures, the role of the various concerned parties in the
evaluation process, evaluation outcomes, and limits. Common
strategies used in teacher evaluation by self and others are explored.
Tools of formal and informal evaluation processes are suggested to
reflect upon teaching beliefs, knowledge, and effectiveness of teaching
techniques. Tools for formative evaluation are discussed spanning
teacher-specific activities: awareness-raising activities of the teaching
process; means of gathering data; and an experimental checklist for
self and peer evaluation. Evaluation of the efficiency of the formative
tools themselves sums up the paper.
Continuing Professional
Development Options
•
•
•
•
•
•
Option 1: Conference Plan
Option 2: Peer Coaching
Option 3: Action Research
Option 4: Collaborative Study Groups
Option 5: Individual Development Plan
Option 6: Dialog Journals
Definition
Formative assessment is an ongoing
process. It compromises observations,
summaries, and reviews that inform teacher
instruction and provide students feedback
on a daily basis. (Fisher & Frey, 2007)
Definition
Formative assessment is a process used by
teachers and students during instruction that
provides feedback to adjust ongoing teaching and
learning to improve students’ achievement of
intended instructional outcomes.” (Johnson,
2007)
It inhibits open and productive
discussions about teaching; in essence, it
marginalizes the types of activity that
Identifies teacher’s needs
could lead to better teaching.
It examines instructional practices but often
ignore how those practices influence students'
learning, thinking, and development.
Summative, It is intended to judge the
overall quality of teaching
performance.
Setting
Objectives
Summative
Assessment
(Assessment
OF
develpment)
Formative
Assessment
(Assessment FOR
development)
Why?
• An eclectic Communicative approach towards teaching
leaves teachers with a host of options at hand. Ongoing
evaluation of those options is necessary.
• FA makes the teachers autonomous professionals.
• Ongoing development in the world implies continuing
research.
Evaluation tools
•
•
•
•
•
•
•
•
•
•
Questionnaires
Multiple choice questions
Viva
Students’ assessment
Peer evaluation
Self assessment
Student evaluation
Class discussion
Written reflective journals
Clinical supervision
Teacher Development Projects
2010 - 2011
Monastir Region
Mr Brahim Aloui
Monastir Pioneer School
Teacher formative
assessment process
Planning. Specifying
objectives and
crtiteria for success.
Improved teaching
and Learning
experience.
Formative
assessement tools.
Collect and analyze
evidence.
Change in
teaching practice
Planning. Specifying objectives
and criteria for success.
• To foster teaching skills.
• To help identify gaps in the teaching learning
process.
• To enhance the motivation to learn.
• To improve students test results.
• To provide a better class environment.
Which tools are to be used?
Student
feedback
Teacher
critical
reflection
Video
recording
and
analysis
Peer
observation
and staff
meetings
Advantages of multiple perspectives
• Provide a more complete picture of teachers’
contributions to student learning.
• Contribute to greater confidence in the results of
teacher evaluation.
• Create opportunities for teachers to
learn from their colleagues.
• Provide teachers with greater insights into how
their instruction affects student learning.
Self-Evaluation questions
Nolan and Hoover (2013) suggest that teachers ask
themselves five key questions:
1. What am I doing?
2. Why am I doing it in this way?
3. What impact is it having on learners?
4. How might I do things differently?
5. If I did things differently, what impact might it have on
learners?
1. What am I doing?
-
Focus on teaching for Bac exam preparation.
Design handouts and follow-up activities.
Enrich the lessons with audio and video materials.
Ensure that the students’ copybooks contain all the data
necessary for exams and to give a positive impression
about oneself.
2. Why am I doing it in this way?
- Teach for summative assessment.
- Teach to please the parents view of learning.
- Teach to show up some proof of work.
3. What impact is it having on
learners?
-
Mechanical process of teaching.
Loss of motivation.
Back to ‘old’ standards of teaching.
Poor or no communication.
Absence of challenge.
4. How might I do things differently?
- Collect data about students’ concerns and expectations.
- Devise an action remedial plan.
5. If I did things differently, what
impact might it have on learners?
-
Better lesson outcomes.
More motivated students.
More productive and satisfying teaching
Free ourselves “from impulse and routine behavior.”
Develop the skills of considering the teaching process
thoughtfully.
Make and review on audio or video
• Laptop webcam was used to record
lessons.
• Videos were viewed and analysed in a
staff meeting.
• Remarks were agreed on in a report.
Review on audio or video findings
• Lessons are usually carried out in a hasty
manner.
• Despite everyone’s belief in communicative
principles, lessons were highly structured and
monopolized by the teachers.
• Only some students jumped into answers
before questions are asked. We were usually
pleased with that.
• Grammatical mistakes were corrected on the
spot at the expense of communication.
Student feedback
•
•
•
•
•
Learning logs
One-minute paper
Questionnaire
Student journal entry
Exit cards
Student feedback findings
• The class is just boring. We are always doing
the same thing.
• The questions are not challenging enough to
attempt an answer.
• We are never given the chance to communicate
in class.
• You (teacher) insist to interfere in debates and
set way for ‘your’ opinion.
Teaching portfolio
As a powerful Tool for Continuous Improvement
of Teaching and Learning, it is used to
• document and assess more fully the
substance and complexity of teaching.
• connect assessment of teaching with
assessment of learning.
Change in Practice
• Identifying the problems
• Better practice
• Better teaching-learning
experience.
Searching for better practice.
•
•
•
•
•
Literature search.
Ask seniors for advice.
Ask for the help of supervisors.
Share experiences on the net.
Forum topics.
Challenge and motivation 1
• Design activities that are more complex,
abstract, independent, require mutual
accountability.
• Require more complex expression of
ideas.
Challenge and motivation 2
• Ask students to tell the story from a
different point of view rather than display
questions.
• Supplment the program with more
challenging textual input rather than task
handouts.
• Have students use the information in a
completely new way.
Questioning techniques
• Prepare questions in advance.
• Vary questions.
• Give enough time before allowing
answers.
• Set clear rules for class participation.
• Don’t interrupt answers to correct
grammar and vocabulary. Note down
frequent mistakes and then design a
remedial plan.
Primary Results
• Ongoing self-reflection, peer assessment
and students’ feedback.
• Data proved better practice and better
outcomes.
• Comments on improvements were
sketchy: Good, better, feel more
comfortable, more participation.
Next Step
We noticed the need for setting standards,
an assessment reference to assess and
measure improvements.
Assessement Table
Focus
Poor
Basic
Skilled
Excellent
Challenge
Tasks do not
motivate the
learners. Little
relevance.
Low cognitive
challenge.
Tasks vary
between more
and less
motivation.
Rapid rhythm.
No space for
different
learning styles
Lesson
procedure
and teaching
techniques
are highly
challenging.
Students work
in pairs and
groups to
construct
meaning
Lessons
interest the
learners.
Students lead
the discussion
and
production.
Students are
given
opportunities
to reflect upon
their work:
peer
correction.
Conclusion
• Professional development is an ongoing process, one that
evolves as teaching beliefs and practices are assessed and
reexamined. Following the evaluation standard set in the table,
teaching practice evolved gradually but surely.
• There is no recipe for professional development that works for
everyone. It is a matter of reflection and adaptation. What is
paramount is discovering the many options we have for directing
our own learning about teaching.
• Effective professional development is self-empowering.
• New assessment tools do not necessarily duplicate each other but
assess and evaluate different components of the
teacher’s performance.