CHAPTER 4 Evaluation of Classroom Instruction - Joy

Evaluation of Classroom Instruction

Regardless of the perspective about teaching, and even as the debate on art versus science continues, what is

undeniable is the complexity of the teaching-learning process, and consequently of the evaluation process.

Prepared by: Joycelyn Solis-Copia

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Why Evaluate Classroom Instruction?

Evaluation is important and crucial process that is the parcel responsibility of the instructional supervisor. Despite the problems encountered in the evaluation of classroom instruction, it is still used in many schools to:

1. Help the instructional supervisor know how to assist teachers in their work

2. Assess the quality of instruction3. Monitor teachers’ progress in instruction4. Serve as basis for administrative decision making

(rehiring, retention, promotion, and termination).

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An OverviewEvaluation of Classroom Instruction

•Art vs Science

Teaching Perspective

•Dimensions of effective teaching

•Teaching competencies

•Learning outcomes of students

Evaluation of teaching-learning process

•Types of evaluation

•Categories of evaluation

•Types of observation

•Lenses of observation

•Evaluation system

Areas of Evaluation

•Validity

•Reliability

The Use of Measuring Instrument in Evaluation

•Beginning teachers

•Marginal teachers

•Expert teachers

Evaluation of Teachers

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TEACHING: “ART VS SCIENCE” PERSPECTIVE

Teaching as “Art vs Science “ Perspective

“Science of teaching” perspective emphasize the notion that teaching is a series of highly integrated skills that can be acquired and developed.

“Art of teaching” perspective lies within the application of knowledge and skills, taking place in the context of the unique, situational nature of the classroom.

However, regardless of the teaching-learning process perspective (art vs science), there is a consensus that teaching is indeed, a complex and multi-faceted process.

One cannot truly become an effective teacher without integrating both the art and science of teaching.

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DIMENSIONS OF EFFECTIVE TEACHING

A Continuum Model Of “Art and Science”Reyes (2002) developed a Filipino model of expert

teaching based on a study of 69 expert teachers in the Philippines. The study surfaced the following dimension of expert, as well as responsible teaching:

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Expert Teaching Subject matter expertiseClassroom management expertiseInstructional expertiseDiagnostic expertiseCommunication expertiseRational expertise

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Responsible Teaching Learner-centered teaching Skills in developing students’ responsibility for

learning Skills in values integrationThe Filipino model developed by Reyes provides a continuum of the “art of teaching” and “science of teaching” perspectives. It includes 2 sub-domains, the essentials and enhancers.

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A Pyramid Model of Teaching Expertise in Philippine Higher Education

Classroom humor

Affectionate interaction with students

Values integration

Making learning pleasant & enjoyable

Magnetism/charisma

Use varied instructional equipments/materials

learner-centeredness

Developing students‘ responsibility for learning

Expressvie body language

Excellent oral communication

Use of varied instructional strategies

Content mastery , instructional clarity, non threatening disposition, enthusiasm, absence of class disruptions, efficient handling of routine activities and time management, provision for two-way communication, sensitivity to students'

learning problems and difficulties, anticipation of probable learning problems or misconceptions, and high rapport with students

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Source: Reyes, F (2002). Unveiling teaching expertise: A showcase of 69 expert teachers in the Philippines. Manila: De La Sale University Press

ESSENTIALS

ENHANCERS

Formative – when the purpose of evaluation is primarily to determine the effectiveness of the delivery of instruction that will serve as the basis for improvement.

Summative – when the purpose of evaluation is to use

the results for making administrative decisions.

TYPES OF EVALUATION

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CATEGORIES FOR EVALUATION

1. Content-related behaviors – relate to the mastery of the subject matter

2. Instruction-related behaviors – pertain to the methods and strategies including effective communication

3. Climate-related behaviors – are concerned with the physical and socio-emotional environment conducive to learning

4. Classroom management-related behaviors – are associated with effective classroom organization

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TEACHING COMPETENCIES

Parry (1998), considers the following items as constituting teaching competencies:

1.Communication skills (verbal and non-verbal)2.Knowledge of a variety of teaching strtegies (instruction)3.Skills in planning and organization (planning)4.Mastery of subject matter (content)5.Skills in assessing learning outcomes (evaluation of

learning)6.Skills in classroom management (classroom discipline)7.Attitudes that foster learning (personality)

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Communication SkillsSimonds (2001) argues that : communication plays an important role in instruction Involves the use of verbal and non verbal language to

stimulate and maintain student’s interest Establish a climate conducive to learningUse to manage student behavior Tool for mediating, negotiating, and resolving conflicts in

the classroom

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Callahan and Clark (1988) maintain that the use of questions is one of the most important teaching techniques. Thus, it is necessary for teachers to develop good questioning techniques as an essential communication tool. It enables the teacher to:

Assess students progress Stimulates thinking Emphasize key points Motivates students to pay attention

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According to Christenbury (2000), one vital aspect of communication is listening. Teachers who listen and allow their students to speak in class without interrupting make their students feel that what they say is important and worth the attention.Instructional Skills

These skills pertain to the ability of the teacher to use a repertoire of instructional strategies that lead the students to be involved actively in the learning process.

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Instructional skills are demonstrated by competent teachers through:

the application of motivation and presentation strategies suited to the topic and class level use of appropriate instructional materials selection and pacing of learning activities that sustain

students’ interest ease in explaining difficult concepts by using simple

terms the art of questioning

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Organization and Planning The organization of content, materials, and

methods of classroom instruction requires careful planning.

Lesson plans contain learning objectives, instructional procedures, required materials, and written description of how the students will be evaluated.

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Mastery of the Subject Matter Teachers are expected to be expert on the

subject matter being taught Teachers should be well-versed about the topic

under discussion A common reminder to teachers is to make sure

that he/she is not only one chapter ahead of the students , but several books ahead instead.

A saying says “You can’t give, what you don’t have.”

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Evaluation SkillsThe teacher can use the evaluation results to determine

whether the concepts and skills emphasized during instruction were understood or not.

In effect, an assessment conducted at the end of the lesson is an evaluation of the quality of the teacher’s performance.

Evaluation results can be used as bases for improving instruction through further clarification, additional explanation, or sometimes re-teaching.

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Classroom ManagementAccording to Kounin instructional management,

classroom management includes all of the things a teacher does in pursuit of two important objectives:

1. To foster students involvement and cooperation in all classroom activities

2. To establish a productive working environment in the classroom

It is important for a teacher to make sure that before instruction takes place, there is all around readiness in terms of the room, activities, materials and more importantly the students.

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LEARNING OUTCOMES OF STUDENTS

According to Cangelosi, classroom observation should not concerned only with teaching competency variables. Classroom observation must also focus on student outcome variables because student achievement is the goal of instruction and therefore the success of the lesson depends on how well the students realize the learning goals.

In evaluating teaching effectiveness, it is necessary to know the degree to which the students have achieved the learning goals specified by the lesson, and to determine the other influences of the instruction on student progress and development. This is based on the assumption that the quality of the product reflects the quality of the process that produce it.

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TYPES OF OBSERVATION

STRUCTURED OBSERVATION

Requires the use of an instrument that limits the focus of observation on the items specified in the measurement

tool

Intended for summative evaluation

The items are constructed based on low-inference

criteria (very clear, specific, and focused on measurable behaviors)

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ECOLOGICAL OBSERVATION

Involves observing and recording

classroom conditions, all

learning events and all types of interaction

Most useful in conducting formative

evaluation for beginning and

marginal teachers

Its results is used for devising an

appropriate developmental

supervisory plan for target teachers

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ETHNOGRAPHIC OBSERVATION

Entails selective recording of

information based on what the observer

considers at the time of the monitoring as

significant and worth noting

The observation is recorded through the

use of qualitative description rather than scores in rating scales

The narrative description may serve

as formative evaluation that can be used in

devising a development supervisory program for

individual teachers

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OBSERVATION BASED ON AN "IN-CLASS" RATING SCALE

Consist of high inference items which are highly

subjective

There is a lack of specificity of behavioral

indicators that describe the

abstract concepts being observed

This evaluation is vulnerable to biases

that result in diverse

interpretations

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INFORMAL OBSERVATION

Most common and easiest to perform

The observer drops by the classroom

unannounced, lingers for a few minutes, observes teacher-

student interaction then hops to another class

Also called "kangaroo observation", "walk-

through" and "management by

wandering around".

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LENSES OF OBSERVATION • Learning Climate – facilities and materials, student observance of class

rules and procedure, teacher-student, student-student interactions, and teacher’s expectations of students

• Classroom Management – student behavior, cleanliness and orderliness of the environment, smooth flow of the lesson, and observance of classroom rules and routines

• Lesson Clarity – clarity of explanations or directions; logical sequence of the lesson, suitability of the strategies; effective use of audio-visual aids; quality of the Q & A that promote higher thought process; students practical application of concepts and theories learned

• Variety – variety of teaching strategies; provisions for different modes of learning; variations in the use of non verbal; and different use of rewards and reinforcers

• Task Orientation – implementation of well designed lessons and effectiveness of the teacher in maintaining the smooth flow of the lesson

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LENSES OF OBSERVATION

• Student Engagement – quality of learning activities which may include exercises, problem sets, seat works, and group activities; the monitoring of such activities; feedback to guide students

• Student Success - students’ completion of work at moderate or high level of success; timeliness of feedback and corrections

• Higher Thought Process – teacher provides activities and ask questions that require critical thinking, reasoning, and problem solving for higher order thought processes and discovery

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MEASURING INSTRUMENT FOR EVALUATION

Because life in the classroom is based on context and dependent on situation the use of the evaluation instruments are needed to gather empirical observations. A well-designed instrument when properly used by trained observer produces a measurement results that have high degree of validity and reliability.Supervisors must be careful in the use of the evaluation instruments. A high inference criteria will yield to a subjective interpretations. On the other hand, low inference criteria uses specific indicators which are measurable and observable.

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ITEM RATING

1. The teacher displayed mastery of the subject matter.

1 2 3 4 5

2. The teacher used effective and appropriate communication.

1 2 3 4 5

3. The teacher conducted the class very well.

1 2 3 4 5

An Example of a Pseudo Instrument


ITEM RATING

1. Taught without notes. 1 2 3 4 5

2. Provided examples to illustrate terms or concept.

1 2 3 4 5

3. Give accurate answers to students’ questions.

1 2 3 4 5

4. Related the topic to real-life situations. 1 2 3 4 5

5. Related the subjects to other fields. 1 2 3 4 5

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Examples of Low Inference Indicators of Subject Mastery

DEVELOPING A MEASURING INSTRUMENT

Shrinkfield and Stufflebeam (1195) proposed guidelines for developing a measuring instrument.

1. The development of the measuring instrument is done collegially.

2. The purpose of evaluation is clarified by defining the evaluation variables with specific sub-variables.

3. Measurable and observable indicators are identified for each sub-variable.

4. The items are developed and then reviewed for content validity by experts.

5. The instrument is revised based on the comments and suggestions of experts, as well as on statistical analysis (factor analysis).

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DEVELOPING A MEASURING INSTRUMENT

6. The revised draft i pilot-tested in one or two classrooms to obtain feedback on clarity of directions and procedures potential for validity and reliability.

7. The items are modified based on the feedback obtained during field-testing.

8. The instrument is field-tested with several classes. Feedback from the field tests is used to finalize the instrument

9. A formal test is conducted to assess reliability of the instrument.

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ASSESSING MEASUREMENT VALIDITY AND RELIABILTY

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ValidityConcurrent-

Related Evidence

Construct-Related Evidence

Content-Related Evidence

Predictive-Related Evidence

ReliabilityStability-Related

Evidence

Equivalence-Related Evidence

Internal Consistency

Degree Consistency

VALIDITY

1. Concurrent-Related Validity EvidenceDefinition: The evidence shows the degree to which performance on one instruments relates to performance in a standardized instrumentIllustration:

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Prepared Instrument

Commercial Instrument

Given at approximately the

same time

Results are highly correlated

VALIDITY

2. Construct-Related Validity EvidenceDefinition: The evidence shows the degree to which an instrument measures a trait (construct) that is abstract and therefore not directly observable.Illustration:

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Abstract ConceptsObservable

Items / Specific Indicators

• Example: Creativity

Use of different attention-getting devices

ANALYSIS

MAKING JUDGMENT

VALIDITY

C. Content-Related Validity EvidenceDefinition: The evidence demonstrates the appropriateness and comprehensiveness of the content to the particular variable being described.Illustration:

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CONTENT(INDICATORS)

DEFINITION OF VARIABLE

CONSISTENT

VALIDITY

D. Predictive-Related Validity EvidenceDefinition: The evidence provides information as to the degree to which estimated performance becomes a reality.Illustration:

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Evaluation Instrument

A

Evaluation Instrument B

Given at some future time

Results are highly correlated

Given at present time

RELIABILITY

1. Stability-Related EvidenceDefinition: This evidence refers to the degree to which some scores of a group of individuals on the instrument administered on one occasion are consistent with the scores of the same group using the same instrument at later dateIllustration:

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A

Given at later data

Scores are highly correlated

Given at present time


A

• Same group• Same instrument• Given at different dates• Scores are consistent

RELIABILITY

2. Equivalence-Related EvidenceDefinition: This evidence refers to the extent to which two forms of measuring instrument yield similar, if not identical, results.Illustration:

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A

Results are similar or identical


B

• Same group• Different

instruments• Results a\re

equivalent

RELIABILITY

3. Internal Consistency-Related EvidenceDefinition: This evidence provides information on the agreement of the different items in one instrumentIllustration:

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Results are strongly correlated

• Same instrument• Split-method• Results are

correlated

Evaluation Instrument A

Item 1Item 2Item 3Item 4Item 5

Item 6Item 7Item 8Item 9

Item 10

EVALUATION OF TEACHERS

Evaluation of Beginning TeachersCangelosi (1991) maintains that the most challenging and difficult

evaluations are those involving beginning and marginal teachers. The first three years of their professional careers are the most significant, challenging, and threatening. It is during these early years that neophyte teachers try to adapt to their new career and working environment.

Beginning teachers are generally occupied with feeling of doubt and fear of inadequacy. These feelings are compounded by heavy workload that neophyte teachers are not prepared to handle because of lack of experience. These problems and concerns will impact the evaluation of classroom performance.

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Evaluation of Marginal TeachersThe more problematic area is distinguishing between the

potentially competent and the misplaced individuals. The misplaced individual will perpetuate instructional incompetence that will be difficult to reverse as time goes by. This has dismal consequences, because instructional incompetence is disservice to the community and taints the teaching profession. If misplaced individuals are allowed to go on, they are prevented from seeking more satisfying careers for themselves.

On the other hand, potentially competent teachers who are not identified and given support, may ruin potentially satisfying careers that may be a valuable resource for the school and the teaching profession.

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Evaluation of Expert TeachersIn order to reward and motivate teaching excellence, Cangelosi (1991)

suggests summative evaluations based on cost-effective measurements to serve as bases for designing merit-pay programs (based on levels of productivity), and career ladder programs (schemes to enhance teachers’ opportunities for promotions). The success of these strategies depends on how well the evaluation instruments discriminate meritorious, excellent instruction from a teaching performance that is merely competent.

Summative evaluations for expert teachers are designed to identify exemplary meritorious instruction. This presupposes that they are properly identified and screened. They can be recognized through: Consistent high summative evaluations ratings on classroom performance over a period

of 3 years Endorsement from peers (colleagues and professional groups) Fulfillment of higher level credentials (i.e., graduate programs) Scholarly work (research and publications).

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Because evaluation affects professional satisfaction and income, it can also create controversies, conflicts, antagonism and perceptions of unfair treatment when expert teachers fail to qualify for advancement because of the evaluation results, or when they think that others have been unfairly promoted ahead of them.

To avoid this Cangelosi, suggests that these crucial questions be resolved:1. How well does performance, relative to the summative evaluation variables,

correlate with qualifications for meeting the responsibilities of the advanced position? For example, will an expert teacher whose instructional performance rates higher, according to the summative evaluation, be better qualified to serve as a master teacher for a teaching team than one whose teaching receives lower ratings but whose interpersonal skills rate higher?

2. Does the evaluation discriminate only on relevant variables (i.e., ones subsumed by teaching performance), and not on irrelevant variables (i.e., ethnicity, sex)?

3. Are criteria, evaluation variables, and the process for making evaluations communicated to all affected parties?

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EVALUATION SYSTEM

• The choice of criteria is usually guided by the mission-vision of the school, as well as accepted concepts and principles found in the literature.

• As a rule, the evaluation system implemented in a school is clearly defined in faculty and administrative manuals.

• Evaluation systems include specific elements such as: Rationale – explains the nature, objectives and benefits to be derived

from the evaluation system Areas of evaluation – identify the different dimensions to be assessed

in addition to classroom teaching such as efforts exerted towards professional growth, demonstration of ethical conduct, community involvement and other indicators of what may be considered as “going the extra mile”

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EVALUATION SYSTEM

• Cangelosi (1991) contends that instructional supervisors who try to help teachers improve their craft should not be involved in summative evaluations. According to him when instructional supervisors are freed from the burden of conducting summative evaluations, they concentrate on making more effective and efficient in-service and staff development programs.

• The evaluation procedure specifies the following: The data-gathering process (including the instruments to be used) The feedback mechanism The needed documents to be submitted to support claims about

accomplishments and achievements.

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EVALUATION SYSTEM

The schedule and frequency of the evaluation The identification of the evaluators (i.e. principal, assistant

principal, subject area coordinator) It also explains the way the different criteria will be

assessed and the weight apportioned for each criterion

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EVALUATION SYSTEM

Area of EvaluationOverall Rating

Obtained Per Area

Weight%

Final Rating Remark

Teaching PerformanceProfessional Growth and DevelopmentCommunity Service

ProfessionalismOVERALL RATING

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Source: Balajadia, R.(2004). Development and validation of faculty evaluation system and instruments for archdiocesan elementary schools in Pampanga. Unpublished Dissertation, De La Salle University, Manila.

Overall Faculty Evaluation Form

EVALUATION SYSTEM

Evaluator Weight(%)

Principal 10

Vice-principal 20

Grade level head 30

Subject area coordinator 40

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An Example of Assigning Weights

EVALUATION OF CLASSROOM INSTRUCTION

ConclusionEvaluation requires personal judgment which makes it a

difficult process whose results are oftentimes challenged. In order to diminish the subjectivity of the evaluation, it is necessary to develop instruments based on accepted criteria that are specific and measurable. These instruments must pass the test for validity and reliability. The clarity and specificity of the measures plus the skill of the evaluator in conducting evaluation will help insure the credibility of the process.

When the evaluation procedure is clear, well-documented with specific guidelines, and fully understood by all those concerned, conflicts that usually surround the process are lessened if not totally avoided.

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CHAPTER 4 Evaluation of Classroom Instruction - Joy

Documents

art of teaching perspective

evaluation process

science reyes

purpose of evaluation

continuum model of art

instructionrelated behaviors

expert teachers

learning skills