Evaluation Skills

Chapter 14

Big image

Overall Instructional Program Evaluation

Phase One: Selecting the Area to Be Examined

  1. Meet with school administration and committee to discuss and recommend broad areas for evaluation
  2. Areas to evaluate is determined by the school district or school

Phase Two: Identifying the Specific Evaluation Questions

  1. Large group session to review areas to be examined in the evaluation
  2. Then group breaks into teams equal to number of areas to be examined
  3. Each team agrees on a set of evaluation questions
  4. Once all teams agree on a set of evaluation questions, each team presents and

explains their recommendation to a general session

5. After taking suggestions from the general session the team revises their questions for

another general session

6. This session votes on whether to include each question to be presented in a common


Phase Three: Designing the Evaluation

  1. Consist of consultants, steering committee, and planning teams
  2. Teams propose sources, data gathering methods, and select/design data gathering instruments
Phase Four: Gathering and Analyzing Data

  1. Teachers, supervisors, and consultants assist in gathering data
  2. Data gathering and data analysis need not be treated as discrete activities.

  • Figure 14.2 contains an example chart that can be used to coordinate gathering and analysis of data

Big image

Phase Five: Preparing and Presenting the Evaluation Report

  1. Report should address not only each area that was assessed but also the relationships between those areas
  2. Implementations of recommendations should be prioritized
  3. Representatives of groups should participate in scheduled presentations of results

Program Evaluation Teacher Empowerment


  1. Empowerment Evaluation (EE) seeks to improve the program being evaluated, while also improving the school culture.
  2. EE attempts to free teachers from narrow views of their professional roles and help them become more self directed
  3. EE builds both individual and school capacity to carry out the future program evaluations


  1. Begins with professional development to provide teachers with an understanding of EE and skills to gather and analyze evaluation data.
  2. Supervisor must provide teachers with the resources to carry out EE ( time, space, material resources)
  3. Teachers need technical and moral support


Steps in EE are

  1. decide on the evaluation team’s mission
  2. evaluate the current program
  3. plan for future

  • Evaluation should include all members of the professional community who wish to be involved
  • Should reflect teachers knowledge of their students, the students’ culture, and how the program has been adapted
  • EE is a democratic process characterized by transparency, collaboration, and shared decision making
  • EE is not about making judgments on the current plan but also includes planning for improvement
  • EE includes internal accountability

Teacher Evaluation

Comparing Summative and Formative Teacher Evaluation

Summative teacher evaluation is an administrative function intended to meet the organizational need for teacher accountability.

  • Based on policies that mandate its purpose, frequency, and procedures.
  • Teachers performance is documented on an evaluation form which includes checklists, rating scales, or narratives indicating performance criteria met.
  • Forms judge teachers on quality of instruction, climate, planning, teaching act, and classroom management. Non-instructional areas as well such as compliance with school regulations, cooperation with colleagues, completion of extracurricular assignments, etc.
  • Administrators need to be properly trained in the use of the evaluation instrument
  • Should be done several times during the year

Formative teacher evaluation is a supervisory function intended to assist and support teachers in professional growth and the improvement of teaching.

  • Focused on the needs of teachers rather than need for accountability
  • Only focused on teaching and learning, (summative -- considers behavior in and out of the classroom)
  • Ongoing and concerned with continuous improvement, (summative-- concerned with a summary of performance over a specific period of time)
  • Usually based on systematic observation which is limited to a single aspect of classroom process
  • Purpose is to help teachers, concerned with building trust, rapport, collegiality

Why Summative and Formative Evaluation Should be Separate

  • Both are necessary and both are entirely different in purpose
  • Primary emphasis is placed on summative and formative is secondary
  • Summative can discourage improvement
  • Formative depends on trust and open communication

How to Separate Summative and Formative Evaluation

  • Use different evaluators
  • Give evaluations at different times of the year
  • Summative-- fall
  • Formative--remainder of the year
  • Develop a clear and visible set of minimum performance expectations

Teacher Self Evaluation

Important part of the Formative evaluation process and a powerful means of professional growth.

  • Teacher assumes full responsibility for decision making regarding planning and implementing the evaluation as well as the instructional improvement plan that results.
  • Self Assessments:
  1. Visits to classrooms of several expert teachers
  2. Video recording ones own teaching and analyzing
  3. Students Questionnaires
  4. Interviewing staff members, parents, and students
  5. Keeping a journal of experiences
  6. Comprehensive review of student progress
  7. Developing a Teacher Portfolio-annual portfolio recommended for formative evaluation.