Parent surveys for school teacher evaluation

Peterson, Kenneth D.

doi:10.1007/bf00127458

Cited by 25 publications

(35 citation statements)

References 11 publications

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“…Overall, the results indicate that the students' evaluations of the teachers' teaching were reliable. This is consistent with the findings of Peterson, Wahlquist, and Bone (2000), who have shown that secondary school students could give reliable evaluations of their teachers' educational practices. The finding of this study is also in agreement with the result of Irving (2004), who finds that secondary school students' evaluation of teachers was reliable in a study conducted in 13 states in the USA.…”

Section: Discussionsupporting

confidence: 92%

The Reliability of Students’ Evaluation of Teaching at Secondary School Level

Ogbonnaya

2019

PEC

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The Student Evaluation of Teaching (SET), although controversial, is a common practice at the higher education level for faculty appraisals and promotions, but seldom at secondary school level. Concerns have been raised as to whether students are informed and experienced enough to evaluate teachers’ teaching practices in a reliable way and arrive at valid outcomes. The purpose of this research was to explore the reliability of students’ evaluations of mathematics teaching at secondary school level. This research involved eight teachers, and 194 Grade 11 students from eight secondary schools in Bojanala District, North West province in South Africa. A SET questionnaire was developed, validated and used for data collection. The data were analysed by calculating the average deviation index of the students’ evaluations of each teacher per item and the Intraclass Correlation Coefficient (ICC) with SPSS. This was done using one-way random effects, absolute agreement and a multiple raters/measurements model. Both the ADI and ICC values showed a high degree of reliability of the SET. Hence, SET at secondary school level may provide a reliable indication of teachers’ educational practices that might be used for the formative assessment of teachers’ instruction. It can also assist in designing teacher training programmes for pre-service teachers and professional development programmes for in-service teachers. Keywords: Average Deviation Index, Intraclass Correlation Coefficient, reliability of SET, secondary school, student evaluation of teaching (SET).

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Section: Discussionsupporting

confidence: 92%

The Reliability of Students’ Evaluation of Teaching at Secondary School Level

Ogbonnaya

2019

PEC

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“…In reporting on the use of teacher dossiers, a streamlined version of portfolios, Peterson (1988) noted a high reliability rate in making teacher promotion decisions for a career ladder system. Twenty-six career ladder panelists judged 12 teacher dossiers, and the "panelists showed a 90.4 percent agreement level on the 312 promotion judgments.…”

Section: What Evidence Supports the Use Of Portfolios For Teacher Evamentioning

confidence: 99%

The Efficacy of Portfolios for Teacher Evaluation and Professional Development: Do They Make a Difference?

Tucker

Stronge

Gareis³

et al. 2003

Educational Administration Quarterly

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A multiyear study of a small school district introducing the use of portfolios as part of a new evaluation system was conducted to determine the efficacy of portfolios in the evaluation of teacher performance both for accountability and professional development purposes. The portfolio system was found to be particularly useful in documenting teacher performance in the areas of assessment and professionalism-ones not readily observable during classroom visits by administrators. Based on summative evaluation results, the introduction of portfolios assisted administrators in making finer distinctions about the quality of teacher performance. Survey and focus group data indicated that teachers and administrators viewed portfolios as fair and accurate measures of performance but had concerns about their feasibility given the time demands of development. Portfolios were found to clearly support the accountability purposes of teacher evaluation, but further research is needed to delineate the conditions under which portfolios can be used to foster professional development.

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“…He concluded that Badministrator reports, the conventional practice, showed low correlations with other measures'' (p. 316) of teacher quality. Peterson (1989a) found statistically significant difference in return rates and ratings of parent surveys according to the age of the pupils: parents of younger students returned surveys at higher rates and were more positive about teacher performance. He found that some teachers had stable patterns of parent ratings over several years, while other teachers varied according to the particular year.…”

Section: Conceptual Basis For Including Parent Views In Teacher Evalumentioning

confidence: 81%

“…The original survey designed for this study did not include Bpopularity'' items (e.g., BChild treated as an individual'') which may lead to ratings more based upon trivial and superficial pleasing teacher performances, sometimes called Bpandering,'' rather than more defensible substantial performances such as fostering student learning in the classroom, enabling home support of learning, and providing important information for parents as legitimate stakeholders (Epstein, 1985;Peterson, 1989aPeterson, , 2000Scriven, 1973Scriven, , 1988. However, the multiple authors of the actual survey used in this study resulted in using some items not tested in previous studies (e.g., BChild treated as an individual'').…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Parent Surveys for Teacher Evaluation

Peterson

Wahlquist²,

Brown

et al. 2003

J Pers Eval Educ

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Parent or guardian perceptions play a specialized role in the evaluation of school teachers. Parents are important stakeholders in teacher success, they are in some instances partners in the teachers' work, parents have unique personal information about student learning, and they can report on the teacher duties to inform parents about the classroom and child progress. This study analyzed the responses of parents to 12 survey items concerning teacher performance in 201 classrooms. The surveys were used as part of an innovative teacher evaluation program in which teachers elected to include parent feedback as one objective data source for annual review. In this study three factors emerged as important concerns for parents: humane treatment of students, support for pupil learning, and effective communication and collaboration with parents. Recommendations for use of specific survey items can be based on the empirical results of this sampling. The data gathered by parent surveys define one dimension of quality which may vary in importance from one teacher to another.Keywords parent surveys . parent evaluation . client surveys Educators describe four ways in which teachers' work with parents and guardians of their students can be related to teacher evaluation. One teacher duty is to inform parents about the education and progress of their individual children (Dwyer, 1995;Scriven, 1988). Second, teachers are partners and collaborators with parents in pupil

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Parent surveys for school teacher evaluation

Cited by 25 publications

References 11 publications

The Reliability of Students’ Evaluation of Teaching at Secondary School Level

The Reliability of Students’ Evaluation of Teaching at Secondary School Level

The Efficacy of Portfolios for Teacher Evaluation and Professional Development: Do They Make a Difference?

Parent Surveys for Teacher Evaluation

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