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STUDIES ON EVALUATION OF TEACHERS (IN INDIA AND ABROAD) - IBY: nilesh | Category: Education | Post Date: 2009-01-29
In the present scenario most of the teachers and educational institutions are facing problems about maintaining the status of teaching and qualitative improvement in teaching-learning process. These problems are occurring due to changing needs and expectations of the society. Rapid changes and innovations in the information and communication technology are also imposing this type of problems because most of the pupils get the curricular related information early before classroom teaching in satisfactory manner and then they (students) rate their teachers indirectly. Teachers and educational institutions do not come to know what are happening in students' mind and what perceptions students have about teachers' performance. In this way we can say that the students are tending to evaluate their teachers work in informal ways. If we think about administration related perspectives, main interest of every administration is on whether the teaching-learning process was fruitfully completed or not and for this purpose every administration wants to evaluate their teachers. In both the cases i.e. in students' point of view and administration point of view teachers are expected to do their job according to the needs of best possible learning outcomes. That's why evaluation of teachers is in practice (formally or informally). Before more discussion on the need or practice of Teachers' Evaluation it becomes necessary to know what Evaluation actually meant and why it is needed. According to Kimball Wiles in his work Supervision for Better Schools (1950) -Evaluation is a process of making judgments that are to be used as a basis of planning. It consists of establishing goals, collecting evidences concerning growth or lack of growth towards goals, making judgment about the evidence, and revising procedure and goals in the light of the judgments. It is a procedure for improving the product, the process, and even the goals themselves.- According to Chester T. McNurney in his book Educational Supervision (1951) - Evaluation is an important and delicate process not only from the stand-point of determining of the needs and growth of Programmes and individuals but also from the stand-point of what it does to the individuals being evaluated. - Thomas H. Briggs & Josef Justman in the book Improving Instruction through Supervision suggested, -Evaluation should be conceived primarily in terms of educational purposes, which the programme of supervision is intended to serve.- Therefore if the purpose is to stimulate teachers to improve their techniques of classroom instructions, evaluation must concerned itself with ascertaining the extent to which such improvement is being affected. If the purposes is to re-establish faculty - Espirit de corps - and school morale, the objectives of evaluation will be to assess in various ways the degree of improvement in personal and professional attitudes in human relations, and ultimately, therefore in efficiency of teaching and learning. After studying all of these definitions it may be concluded that Evaluation plays its role - (1) As a procedure of improvement. (2) To discover the needs of an individual and designing learning experiences. Questions arise here -How to improve the teaching-learning process?- And -How Evaluation helps in the process of improvements in instructions?- Many institutions in the United States have included teaching as a component of their tripartite mission (research, teaching and extension) since their inception. Until recent years, however, excellence in teaching has seldom been rewarded. Due to public perceptions of poor teaching and pressure from state government and federal government leaders, the teaching role at the universities has been magnified (Rudd, Baker, Hoover, 1996). Universities are struggling to identify and reward good teaching. In Indian context the same problem of public perceptions about poor teaching may be easily seen. Therefore it is suggested to adopt the same solution here also i.e. adopting evaluation of teaching performances for the sake of improvement. Thinking about the administration related perspectives of teachers' evaluation, most of the educational institutions prefer teachers' evaluation for promotion and salary increment purposes. On the other hand many educational institutions, government and non-government agencies of education are suggesting teachers' evaluation because they are aware about qualitative improvements in teaching-learning process. This is a positive approach because the expected end products of these practices are improvements in the teaching-learning process But for this sake some kind of malpractices came to the fashion, like evaluation of teachers on the basis of the results of the students' or on the basis of students' achievement. This type of teachers' evaluation should not be considered as a valid source of getting information about teaching performances of teachers', because the main purpose of evaluation of students' achievement is differ in sufficient manner. In a paper presented at the annual meeting of the Conference on College, Composition and Communication (1991) C. Gould suggested that Peer Evaluation, Student Evaluation and Self Evaluation are all valid forms of evaluating teaching performances. Article Source: http://www.saching.com About Author / Additional Info: Additional Articles: * PROMOTE DOMESTIC TOURISM * Overview of banks * Cricket legend Sachin Tendulkar * Find The Best Classical Music Online * Sports and Outdoor Activities in Dubai Does this article violate or infringe on your copyright ? It is a violation of our terms for authors to submit content which they did not write and claim it as their own. If this article infringes on your copyrights, then use our Contact us form with the detailed proof of infringement along with the offending article's title, URL and writer name. If you do not hear back from us then contact us again in another 10 days. Thank you. 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