Creating Pathways for Teacher Assessment

By: Admin 10 July, 2019

Working with a teacher training based research organization, presented itself with opportunities to have continuous conversations with School Leaders or Principals all over India. The conversations made way for the discussions of their challenges and   currently the biggest challenge we have heard about is, “How do I assess my teachers?” “What is the best method of teacher assessment?”

 

Going through various researches and documents there are various methods, proven methodology or effective ways recommended which helps in teachers’ assessment.  However, in the mid-1960s Dwight  W. Allen, Stanford University, invented a method known as “Micro- teaching” which has been, subsequently, used to develop educators in all forms of education.

 

 

Micro-teaching talks about teacher training and faculty development technique whereby the teachers and school leaders can review recording of a teaching session, in order to get constructive feedback from peer teachers. The concept underlying micro-teaching, assumes that teaching consists of various skills. Practice-teaching becomes effective only on acquisition of specific skills. All these teaching skills which go to make good teaching can be defined, observed, measured and controlled by means of practice. Furthermore, A review of the evidence for micro-teaching, undertaken by John Hattie as part of his Visible Learning project, found it was an effective method for improving student outcomes.

The concept of micro-teaching can be used for evaluation of teachers, which is described as below:Micro teaching can be carried out by recording a teachers’ classroom. After the classroom is recorded, peer teachers and school leaders can collectively watch the recording, which can be further reflected upon by the observers.This includes self-reflection and reflection by others. The recording can be critically observed, by breaking them into small parts, and understanding each aspect carefully.

 

These aspects may include: pedagogy, verbal instructions given by the teacher, type of questions asked, students’

responses, communication between teacher and students, the achievement of learning objectives, implementation of lesson planned and the outcomes.

 

Observing and reflecting upon these recordings leads to another aspect of micro teaching, that is “feedback”. Feedback in micro-teaching is critical for teachers’ improvement, as through feedback the teachers collectively can reflect on the teaching learning process of the teacher recorded to identify and analyze the techniques followed. The process of micro-teaching gives opportunity to reflect on different aspects of teaching which one wants to assess.

 

 

 

Microteaching provides ongoing training retraining for classroom teachers in a simulated environment. These sessions enable teachers to critically understand their teaching techniques by reflecting upon them. Microteaching evaluation sessions also allow teachers to critically reflect on the classroom procedure, individually and in groups, by breaking them into simpler components, along with providing valuable opportunities for self-evaluation and peer feedback.

 

So, following a sequence with various subtly defined steps gives the teachers and school leaders clearly identified areas to work on for further improvement, along with acknowledging teachers role and feedback in the process of assessment.