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Assessment

of
teaching
Associate Professor Dr. Rohizani Yaakub
19 March 2015

Introduction

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Lets 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

Actions of
the teacher

Continuum

Contextual
factors

Teacher competence

Teacher performance

Teacher effectiveness

- Repertoire of
professional
knowledge

- Behavior of the
teacher on the job

- teachers impact on
students

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Assumptions
Good teaching is:
identifiable, stable, consistent effects upon
students across contexts.

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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 instructionspecifically 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

Instruments

Construct
Indicators
Check lists

Announced
Unannounced

Reliability
Consistency
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Example

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Whats next?
What to do with the results?
Interpretation and use of information to
communicate teachers performance to
educational stakeholders and plan followup activities.
It involves articulating assessment
procedures and practices to stakeholders.

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Report from TALIS

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Report from TALIS

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Effective assessment plan

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Blooms
taxonomy

Reflections
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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
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new product or a point-of-view

Conclusion

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Thank you everyone!


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