An integral perspective on teacher evaluation: a review of empirical studies

Tuytens, Melissa; Devos, Geert; Vanblaere, Bénédicte

doi:10.1007/s11092-020-09321-z

Cited by 12 publications

(6 citation statements)

References 16 publications

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“…In addition, this low turnover rate is concentrated among high-performance teachers. Meanwhile, Tuytens, M et al [16] thought that as a practice of human resource management, the evaluation of teachers' teaching effectiveness integrates the empirical research on teachers' evaluation. The results show that the definition and measurement of teacher evaluation are directly related to the results of teacher evaluation.…”

Section: Literature Reviewmentioning

confidence: 99%

Effectiveness Evaluation of Online Teaching Based on CRITIC-VIKOR Technology

Zhu¹,

Zhu²,

Li³

2023

Int. J. Emerg. Technol. Learn.

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Abstract—A system including 18 second-level indexes was constructed first from three aspects to further scientifically evaluate the effectiveness of online teaching. These aspects are the effectiveness of technical support, students’ online learning, and teachers’ online teaching. Moreover, the weights of indexes affecting the effectiveness of online teaching were calculated using the improved CRITIC (Criteria Importance Though Intercrieria Correlation) method, followed by the VIKOR (VIseKriterijumska Optimizacija I Kompromisno Resenje)-based effectiveness evaluation for the online teaching of five majors, including microbiology in Henan Agricultural University. Results show that three indexes—repeated playback promotes knowledge review and consolidation (X2-2), breaking through time-space restriction facilitates learning whenever and wherever possible (X2-1), and good teacher–student and student–student interaction (X3-2)—rank top three in weight. The Q value measured using the VIKOR method reflects the best effectiveness of online microbiology teaching. The CRITIC-weighted VIKOR online teaching effectiveness evaluation model is proved to be flexible and feasible in evaluating the online teaching effectiveness of different subjects, such as schools, majors, and students. The research findings are of specific guiding significance for scientifically adjusting online teaching behaviors and carrying out online teaching activities. Moreover, this research can promote the application of big data analysis in online teaching effectiveness analysis and be of reference value for the process data evaluation of students’ online learning.

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Section: Literature Reviewmentioning

confidence: 99%

Effectiveness Evaluation of Online Teaching Based on CRITIC-VIKOR Technology

Zhu¹,

Zhu²,

Li³

2023

Int. J. Emerg. Technol. Learn.

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“…They have found that overemphasizing the significance of test scores may reduce the positive effects of appraisals on teacher satisfaction. Similarly, when systematically reviewing 36 studies, Tuytens et al (2020) remark 'we would warrant caution in concluding that teacher evaluation should rely on test scores too heavily' (p. 77).…”

Section: The Impact Of Accountability Programmes On Instructional Pra...mentioning

confidence: 99%

Teachers’ beliefs about assessment and accountability

Tóth

Csapó

2022

Educ Asse Eval Acc

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One of the main aims of national assessment programmes is to improve the efficacy of education systems; realizing this aim often takes the form of implementing a variety of accountability measures. Using assessment results for accountability purposes is highly controversial, while one of its undesirable impacts is that it generates negative attitudes towards educational assessments among teachers. The aim of this study is to examine lower and upper secondary teachers’ (N = 1552) opinions and beliefs about testing and, more specifically, about the national assessment programme in Hungary. A questionnaire was used to explore teachers’ beliefs about the effects of the assessment system on how they teach, perceived pressure from stakeholders, teachers’ acceptance of assessment programmes and the relationship between these beliefs. Results show that assessment programmes compel teachers to revise their teaching practices — some change to make meaningful gains in student learning, while others turn to practices that are not conducive to a genuine improvement in students’ knowledge, focussing instead on assessment scores. Pressure from inside the school (colleagues and school leaders) and teachers’ attitude towards assessments bring about changes in instruction, such as the reallocation of coaching and improvement in teaching. Sources of pressure outside school (local government and the media) have an indirect effect on changes in teaching because their pressure influences in-school motivators. Pressure from parents and students is felt directly by teachers, but only in limited areas. The results demonstrate that a national assessment programme has a more significant impact on teaching in lower than in upper secondary schools.

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“…For example, the city of Shanghai conducted a comprehensive quality evaluation of high school students from the aspects of students' social responsibility, professional aspirations and talents, personality traits, personal hobbies, character development and citizenship, courses of study and academic achievement, physical and mental health and artistic literacy, and innovation and practical skills. In terms of teacher evaluation research, teachers' professional development plays a pivotal role in educational improvement [52,53], and previous studies have found that performance evaluations can effectively promote teachers' professional development [54,55]. The themes of teacher evaluation in China's research projects focus on changes in teachers' instructional practices, students' achievement, and research achievements.…”

Section: Development In the 12th Five-year Plan Periodmentioning

confidence: 99%

Evolution and Future Prospects of Education Evaluation Research in China over the Last Decade

et al. 2022

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With the popularity of educational evaluation studies, researchers have begun to mine text data to provide helpful information for educational stakeholders. Despite the frequent adoption of textual analysis, few studies have been found to search and analyze data from research projects. As the highest-level and most authoritative research projects in China, the Chinese National Education Science Planning projects could fully reflect the research fronts and hotspots in the field. This study examines the educational evaluation projects in the Chinese National Education Science Planning from 2011 to 2020, adopting bibliometric, textual analysis, and visualization methods to present an overview of the educational evaluation research in China. The results have revealed a steady growth of projects on educational evaluation in China as there were 219 projects approved during the 13th Five-Year Plan period, 68 more than that of the 12th Five-Year Plan period, and accounted for 9.00% of the total number of projects launched in the same period. The educational evaluation project organizations are diversified, including universities, scientific research institutions, primary and secondary schools, administrative departments, educational societies, and publishing units. The research trends focus on the close integration of educational evaluation with informatization, needs in educational practice, and national strategic development. This study offers an applicable methodology and framework for the future bibliometric study of educational evaluation.

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An integral perspective on teacher evaluation: a review of empirical studies

Cited by 12 publications

References 16 publications

Effectiveness Evaluation of Online Teaching Based on CRITIC-VIKOR Technology

Effectiveness Evaluation of Online Teaching Based on CRITIC-VIKOR Technology

Teachers’ beliefs about assessment and accountability

Evolution and Future Prospects of Education Evaluation Research in China over the Last Decade

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