19 March 2015

Assessment of

teaching

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Associate Professor Dr. Rohizani Yaakub

Introduction

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Let’s think about it…

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Assessment purposes

• Multiple forms of assessment – Summative – Formative

• Identification of purposes for assessment

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Involves understanding multiple forms and purposes of assessment from formative to summative

Objectives

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What to assess?

• Competence – knowledge, skills, values – Personal traits

• Performance – behavior in classroom – Direct observation – Learning experiences provided to students

• Effectiveness – impact on students – Student learning outcomes

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Student Learning Outcomes

Contextual factors

Actions of the teacher Continuum

Teacher competence

- Repertoire of professional knowledge

Teacher performance

- Behavior of the teacher on the job

Teacher effectiveness

- teachers’ impact on students

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Assumptions

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Good teaching is: identifiable, stable, consistent effects upon

students across contexts.

Skills for modern teachers

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Depth of Knowledge Level 1: Low cognitive level Ability to identify, define, recognize and recall knowledge

in classroom. Level 2: Moderate cognitive level Ability to apply and analyze knowledge. Establish

connections between knowledge, teaching practice, and personal experiences.

Level 3: High cognitive level Ability to evaluate, synthesize, and create knowledge.

Includes judging the quality and limitations as well as articulation of the linkage between classroom teaching and the real world problems.

Range of Knowledge Level 1: Instructional objective Specific objectives used in classroom teaching (e.g., test

design, questioning approaches, etc.) Level 2: Educational objective Statements that describe teacher accomplishment that will

result from instruction—specifically the behaviour the teacher will learn to perform and the content on which it will be performed (e.g., differentiate instruction and planning).

Level 3: Global objective Very broad statements of intended learning that require years

to accomplish (e.g., covers global/out of classroom)

How to measure? Data collection and scoring

• What evidence to consider – Multiple evidence sources – Complex – Classroom observation – Accountability

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Report from TALIS

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Conditions of measurement

• Observer – Number

• Observers • Observations

– Announced – Unannounced

– Reliability – Consistency

Instruments Construct Indicators Check lists

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Example …

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• What to do with the results? • Interpretation and use of information to

communicate teachers’ performance to educational stakeholders and plan follow-up activities.

• It involves articulating assessment procedures and practices to stakeholders.

What’s next?

Report from TALIS

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Report from TALIS

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Effective assessment plan

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Reflections… 19 March 2015

• Knowledge – defining, duplicating, repeating or memorising information

• Comprehension – describing, discussing, explaining, or classifying ideas and concepts

• Application – dramatizing, demonstrating, or interpreting information in a new way

• Analysis – comparing, contrasting, or using logic to identify and troubleshoot a problem

• Synthesis – combining, compiling, modifying, or organizing parts together to form a new whole

• Evaluation – assembling, constructing, or designing a new product or a point-of-view

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Bloom’s taxonomy

Conclusion

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Thank you everyone!

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