A practical study of formative teacher evaluation tools. Hassen Rached. Abstract.
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A practical study of formative teacher evaluation tools.
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.
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)
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 doesn’t reflect work done during years.
It inhibits open and productive discussions about teaching; in essence, it marginalizes the types of activity that could lead to better teaching.
Identifies teacher’s needs
The mark counts the most.
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.
Teacher Development Projects
2010 - 2011
Mr Brahim Aloui
Monastir Pioneer School
learn from their colleagues.
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
As a powerful Tool for Continuous Improvement of Teaching and Learning, it is used to
We noticed the need for setting standards, an assessment reference to assess and measure improvements.