Using Internal and External Evaluation to Shape Teacher Preparation Curriculum: A Model for Continuous Program Improvement

Norman, Pat; Sherwood, Sara A. S.

doi:10.1080/1547688x.2015.1001263

Cited by 5 publications

(5 citation statements)

References 6 publications

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“…Findings from this study confirm that using any method, strategy, or system for both internal and external evaluation, while promising, has its challenges. Norman and Sherwood (2015) confirmed this finding: "While we advocate a model of program improvement that embraces both internal and external evaluation components, such a model is not without challenge" (p. 20).…”

Section: Discussionmentioning

confidence: 75%

“…Reeves (2007) noted that educators exist in a world where too often assessment is equated with high-stakes testing. This narrow view of assessment has reached its way into the arena of educator preparation (Norman & Sherwood, 2015). Outside agencies evaluate quality of data with, at times, little correlation to student and program effectiveness (Fuller, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Utilizing Collaborative Analysis of Student Learning in Educator Preparation Programs for Continuous Improvement

2016

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In this results-oriented era of accountability, educator preparation programs are called upon to provide comprehensive data related to student and program outcomes while also providing evidence of continuous improvement. Collaborative Analysis of Student Learning (CASL) is one approach for fostering critical inquiry about student learning. Graduate educator preparation programs in our university used collaborative analysis as the basis for continuous improvement during an accreditation cycle. As authors of this study, we sought to better understand how graduate program directors and faculty used collaborative analysis to inform practice and improve programs. Our findings suggested that CASL has the potential to foster collective responsibility for student learning, but only with a strong commitment from administrators and faculty, purposefully designed protocols and processes, fidelity to the CASL method, and a focus on professional development. Through CASL, programs have the ability to produce meaningful data related to student and program outcomes and meet the requirements for accreditation.

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Section: Discussionmentioning

confidence: 75%

Section: Introductionmentioning

confidence: 99%

Utilizing Collaborative Analysis of Student Learning in Educator Preparation Programs for Continuous Improvement

2016

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“…They were conducted by people outside of the school or from the Education Bureau while internal evaluations were organized by schoolteachers (mostly informally) from the school. Norman et al [46] argued that external evaluation should be conducted with internal evaluation to bring meaningful changes to elementary teacher preparation programs. For example, Piwowar et al [47] included external observers and school students to evaluate in-service secondary school teachers in classroom management and found that the evaluation results were more rigorous and fairer.…”

Section: Distribution Of Evaluatorsmentioning

confidence: 99%

Teacher Evaluation in Primary and Secondary Schools: A Systematic Review of SSCI Journal Publications from 2012 to 2022

Wei

Chow²,

Huang³

et al. 2023

Sustainability

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This study revealed the current situation and developments in teacher evaluation in primary and secondary schools by reviewing 54 articles published in the recent decade (i.e., from January 2012 to October 2022). The coding scheme was developed based on the three components of effective teacher evaluation systems: “what”, “how”, and “who”. Specifically, we investigated the frameworks used for teacher evaluation, methods of evaluation, and participants in teacher evaluation. Based on our results, most studies evaluated teachers from the dimension of Instructional Support. Evaluation through video recording became popular due to technological advancement. Further, an increasing number of schools invited external experts to conduct teacher evaluations to ensure fairness. We also identified several crucial factors for teacher development: effective use of teaching resources and technology, high-quality feedback and communication, emotional support, classroom organization, and professional responsibilities. Due to COVID-19, many schools adopted distance learning, prompting the need to develop technological skills for teachers. Through the in-depth analysis of the current situation and development trends in the various dimensions of teacher evaluation in primary and secondary education, future research directions and issues were discussed and explored in this review.

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“…To date, several researchers have tended to shed light upon the concept of program evaluation [6][7][8][9][10][11][12][13]. There are more than 50 models of curriculum evaluation available [14].…”

Section: Introductionmentioning

confidence: 99%

Educational Program and Curriculum Evaluation Models: A Mini Systematic Review of the Recent Trends

Nouraey¹,

Al‐Badi²,

Riasati³

et al. 2020

ujer

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Using Internal and External Evaluation to Shape Teacher Preparation Curriculum: A Model for Continuous Program Improvement

Cited by 5 publications

References 6 publications

Utilizing Collaborative Analysis of Student Learning in Educator Preparation Programs for Continuous Improvement

Utilizing Collaborative Analysis of Student Learning in Educator Preparation Programs for Continuous Improvement

Teacher Evaluation in Primary and Secondary Schools: A Systematic Review of SSCI Journal Publications from 2012 to 2022

Educational Program and Curriculum Evaluation Models: A Mini Systematic Review of the Recent Trends

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