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How to Assess Teacher Quality:
There is general agreement that he key to standard
learning success is that is the quality
of a teacher’s
instructional skills, combined with the teacher’s ability
to understand their students as individuals with
diverse needs, backgrounds, behavioral issues,
social skills, and learning styles.
But
while there is general agreement on the teacher’s
role in their
student’s success, there is considerable
disagreement on how to measure the
quality of a
teacher’s skills and abilities.
Teacher education reform, specifically in
the area of
quality testing for teachers involved in elementary and
secondary
education systems, has been a subject of
interest to educators,
politicians,
policymakers, and
parents in countries around the world for some years.
Let’s examine what we have learned over the last
decade or so.
![PDF] Analysis of the meanings of the measurement, assessment, and evaluation in ISO/IEEE software engineering standards | Semantic Scholar](https://d3i71xaburhd42.cloudfront.net/c842aef085da5e32e418904176843a321f91f199/4-Figure1-1.png)
Why Pre/Post evaluation?
Pre/post evaluation allows a comparison before the “event”
is launched and after it has concluded to show the true
impact of the event.
The “pre” baseline wave serves as a control group to judge
the “post” outcomes wave against.
Without a baseline comparison, evaluations may fall victim
to the post-hocfallacy, which assumes that simply because
A preceded B, then A must have caused B. A pre / post
evaluation avoids overstating the influence of the “event.”
Follow up evaluation:
The evaluating test must be / S M A R T / :
(Subjective, measurable, accurate, reliable
and timed).
Specific – targets a specific area for improvement.
/ (Subjective)
