Research and Practice in Language Teacher Evaluation
2
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
This article aims to provide guiding principles for English language teacher evaluation through the review of recent accounts of research and practice. Teacher effectiveness needs to be contextually defined and measured. It is suggested that education providers need to work with all stakeholders in their systems both to define criteria for effective teaching and the means by which it may be assessed. As teacher evaluation is multifaceted, a range of data needs to be collected encompassing the views of all the stakeholders as well as the reflections of teachers themselves. Teacher evaluation should not be regarded as a summative product, the result of single evaluation measures conducted upon teachers, but should be thought of as a formative process in which teachers are actively engaged. Regarding evaluator training, it should not be assumed that those charged with evaluating teachers are, because of their positions, adequately trained to perform the evaluations. Evaluator training should be carried out before any evaluation is conducted under a new system. In order for the evaluation system to be meaningful and contribute to improvements in the education system as a whole, it should be seen primarily as a means of professional development for teachers as well as for anyone else involved in the process.
Abstract
This article aims to provide guiding principles for English language teacher evaluation through the review of recent accounts of research and practice. Teacher effectiveness needs to be contextually defined and measured. It is suggested that education providers need to work with all stakeholders in their systems both to define criteria for effective teaching and the means by which it may be assessed. As teacher evaluation is multifaceted, a range of data needs to be collected encompassing the views of all the stakeholders as well as the reflections of teachers themselves. Teacher evaluation should not be regarded as a summative product, the result of single evaluation measures conducted upon teachers, but should be thought of as a formative process in which teachers are actively engaged. Regarding evaluator training, it should not be assumed that those charged with evaluating teachers are, because of their positions, adequately trained to perform the evaluations. Evaluator training should be carried out before any evaluation is conducted under a new system. In order for the evaluation system to be meaningful and contribute to improvements in the education system as a whole, it should be seen primarily as a means of professional development for teachers as well as for anyone else involved in the process.
참고문헌 (48)
- Ahellal,M, "The teacher development portfolio project: Evaluation for development. In Enhancing ELT quality through evaluation and information technologies", Proceedings of the XXIInd MATE annual conference, pp.5~22 (2002)
- Ali,S, "Reflective teacher observation model for in-service teacher trainees", English Teaching Forum, 45(1), pp.16~23 (2007)
- Anderson,J, "Managing and evaluating change:The case of teacher appraisal.In Managing evaluation and innovation in language teaching", pp.159~186 (1998), Longman
- Arends,R.I, "Performance assessment in perspective:History,opportunities and challenges.In Assessing teacher performance:Performance-based assessment in teacher education", pp.3~22 (2006), Rowman & Littlefield Education
- Bartlett,S, "Teacher perceptions of the purposes of staff appraisal:A response to Kyriacou", Teacher Development, 2, pp.479~491 (1998)
- Bartlett,S, "The development of teacher appraisal:A recent history", British Journal of Educational Studies, 48, pp.24~37 (2000)
- Bennett,H, "One drop of blood:Teacher appraisal mark 2", Teacher Development, 3, pp.411~428 (1999)
- Bollington,R, "An introduction to teacher appraisal" (1990), Cassell
- "Why do Finland’s schools get the best results? BBC World News America" (2010)[URL]
- Campbell,R.J, "Differential teacher effectiveness:Towards a model for research and development", Oxford Review of Education, 29, pp.347~362 (2003)
- Campbell,R.J, "Assessing teacher effectiveness:Developing a differentiated model" (2004), Routledge Falmer
- Cheng,M.M.H, "The dilemma of field experience assessment:enhancing professional development or fulfilling a gate-keeping function", Teacher Development, 12, pp.223~236 (2008)
- Dadds,M, "‘Those being tortured...’:Teachers appraising teacher appraisal", Cambridge Journal of Education, 16, pp.151~154 (1986)
- Dadds,M, "The politics of pedagogy", Teachers and Teaching: Theory and Practice, 7, pp.43~58 (2001)
- Danielson,C, "Teacher evaluation to enhance professional practice" (2000), Educational Testing Service
- Goddard,I, "Appraisal and your school" (1992), Heinemann
- Grace,G, "Judging teachers:The social and political contexts of teacher evaluation", British Journal of Sociology of Education, 6, pp.3~16 (1985)
- Gratton,R, "Teacher appraisal:a lesson on confusion over purpose", International Journal of Educational Management, 18, pp.292~296 (2004)
- Hamp-Lyons,L, "Assessing the portfolios:Principles for practice,theory and research" (2000), Hampton
- Hannay,L.M, "Making the conceptual shift:Teacher performance appraisal as professional growth", Educational Action research, 11, pp.121~140 (2003)
- Primary innovations project.In-service teacher training for primary English teachers, "Hayes,D", British Council, ~ (2008)
- Hershberg,T, "Overview of the OPE framework.In A grand bargain for education reform:New rewards and supports for new accountability", pp.3~28 (2009), Harvard Education Press
- Holliday,A, "The struggle to teach English as an international language" (2005), Oxford University Press
- Kelly,K.O, "Teacher appraisal and its outcomes in Singapore primary schools", Journal of Educational Administration, 46, pp.39~54 (2008)
- Kupermintz,H, "Teacher effects and teacher effectiveness:A validity investigation of the Tennessee value added assessment system", Educational Evaluation and Policy Analysis, 25, pp.287~298 (2003)
- Kyriacou,C, "Appraisers’ views of teacher appraisal", Teacher Development, 1, pp.35~41 (1997)
- Leigh,A, "Estimating teacher effectiveness from two-year change in students’ test scores", Economics of Education Review, 29, pp.480~488 (2010)
- Lo,Y-F, "Implementing reflective portfolios for promoting autonomous learning among EFL college students in Taiwan", Language Teaching Research, 14, pp.77~95 (2010)
- Middlewood,D, "The significance of teacher performance and its appraisal.In Managing teacher appraisal and performance:A comparative approach", pp.1~16 (2001), RoutledgeFalmer
- Milanowski,A.T, "Assessment of teacher reactions to a standards-based teacher evaluation system:A pilot study", Journal of Personnel Evaluation in Education, 15, pp.193~212 (2001)
- Mo,K.W, "Teacher appraisal in Hong Kong self-managing secondary schools:Factors for effective practices", Journal of Personnel Evaluation in Education, 12, pp.19~42 (1998)
- Monyatsi,P, "Teacher appraisal in Botswana secondary schools:a critical analysis", South African Journal of Education, 26, pp.215~228 (2006)
- Murdoch,G, "Introducing a teacher-supportive evaluation system", ELT Journal, 54, pp.54~64 (2000)
- Murphy,D.F, "The evaluator’s apprentices:Learning to do evaluation", Evaluation, 2, pp.321~338 (1996)
- Nunes,A, "Portfolios in the EFL classroom:disclosing an informed practice", ELT Journal, 58, pp.327~335 (2004)
- Peterson,K.D, "Teacher evaluation:A comprehensive guide to new directions and practices(2nd ed.)" (2000), Corwin Press
- Peterson,K.D, "Teacher evaluation with multiple and variable lines of evidence", American Education Research Journal, 24, pp.311~317 (1987)
- Peterson,P.L, "Evaluating the systems:Teachers’ perspectives on teacher evaluation", Educational Evaluation and Policy Analysis, 12, pp.3~24 (1990)
- "Teacher education:Learning a lesson from the Finns.The Nation" (2010)[URL]
- Sahlberg,P, "Education policies for raising student learning:The Finnish approach", Journal of Education Policy, 22, pp.147~171 (2007)
- Simola,H, "The Finnish miracle of PISA:Historical and sociological remarks on teaching and teacher education", Comparative Education, 41, pp.455~470 (2005)
- Stronge,J.H, "What is the relationship between teacher quality and student achievement? An exploratory study", Journal of Personnel Evaluation in Education, 20, pp.165~184 (2007)
- Thaine,C, "The assessment of second language teaching", ELT Journal, 58, pp.336~345 (2004)
- Vanci-Osam,U, "Do intentions and perceptions always meet? A case study regarding the use of a teacher appraisal scheme in an English language teaching environment", Teaching and Teacher Education, 16, pp.255~267 (2000)
- Walker,A, "One size fits all? Teacher appraisal in a Chinese culture", Journal of Personnel Evaluation in Education, 14, pp.155~178 (2000)
- Weber,L, "Teacher evaluation instruments for merit pay decisions:Is their use justifiable", Evaluation Review, 14, pp.411~426 (1990)
- White,R.V, "What is quality in English language teacher education", ELT Journal, 52, pp.133~139 (1997)
- Woods,D, "Teacher cognition in language teaching:Beliefs,decision-making and classroom practice" (1996), Cambridge University Press