Evaluating Teaching Effectiveness - Literature review Example

Effective Teaching - Evaluation Tools Lesson-Water Cycle – Environmental Sciences - Year 7-9 Type of Evaluation Observation List – For Evaluation Evaluation Time / Period Points Formative Assessment Instruments - Individual Activities Collection of Pictures, Data, Information from Web, Books on Water Cycle Interest/Curiosity level Volume of data collected, variety, colourfulness, and illustration Assimilation/understanding of collected materials Beginning of the Unit Responding to questions and Participation Demonstrating understanding, clarity of concepts, connectedness to the outside school environment, clearing doubts During the Progress of the Unit/Lesson Group Activities (4-5 members in a group) Group Discussions Group Participation, Coherence within the group, clarification of doubts, collaboration, Mid- Unit Group Presentations Clarity of understanding, capacity to explain and transfer understanding to members, confidence, exploration of ideas through colourful pictures, role-play, skits, debates Towards the end of the lesson/unit Summative Assessment Instruments Oral Questions, Written Tests Response - Quality and Quantity Relevance to the topic, Succinctness Unit Tests, Term & Year end Tests Assignments Timely submission, Neatness, Reflection on the topic, Ability to think beyond the classroom, Cultural practices in regulation of water cycle Unit completion Feedback Clarification of doubts, oral expression of understanding, ability to organize and plan ahead Throughout Quiz Correctness of understanding, using key terms After completion Projects – Like Model preparations/ Charts Connectedness to reality, to the outside school environment, capacity to attract attention through live models 10 days after completion of the unit/lesson Total Points Adapted from Queensland Curriculum, Assessment and Reporting Framework [Internet] Retrieved on 30 August, 2012. http://www.qsa.qld.edu.au/downloads/early_middle/qcar_using_el_handout_2.pdf Participation Rubric for Individual Activities and Group Activities (Formative Assessment) Student Name: Class: Teacher: Student Participation Rubric – Lesson- Water Cycle - Environmental Sciences ( Years 7-9) Points Outstanding 4 Very Good 3 Good 2 Average 1 Punctuality Responds promptly to all queries and discussions promptly, with at least one response per activity Responds when the activity is still on to most queries and discussions, with at least one response per current activity Responds at the end of the activity to queries discussions Responds after repeated queries in his/her direction, after the end of the activity Succinctness & Collaboration Responds with insight Allows chace for others Considers other views Responds very well to other views, with insight, also considers other perspectives Responds when prompted, tends to dominate or degrade other perspectives Responds inadequately often, with little new role or contribution Research/ Inquiry Evidence Expresses analysis and synchronization of materials, includes other mates views and cites properly, with brief, relevant points Expresses analysis and synchronization of materials, includes original thoughts and cites properly with relevant points Comparatively lesser analysis &synchronization with little proof of deep reflection Voluminous material not always relevant Little proof of analysis or synchronization or reflection on the topic with little or irrelevant material Expression and communication One or no mistakes in writing, clear and concise Few mistakes that are insignificant Some significant mistakes, not precise, lengthy Five or more significant mistakes Total Points Adapted from http://www.docstoc.com/docs/69783389/Effort-and-Participation-Rubric Reasons for Choosing the above Criteria The purpose of assessments is to help both teachers and students to identify their current status of knowledge regarding a particular topic, the direction in which they have to progress, and how best they can do it. Teachers’ Guide to Assessment (2011) defines assessment as “the process of gathering and interpreting evidence to make judgements about student learning. It is the crucial link between learning outcomes, content and teaching and learning activities.” (p. 6). Furthermore, it states that designing challenging assessment tasks and tools is the best way for a teacher to prepare for the comprehension and delivery of an effective and original assessment procedure (p. 4). Gore, Amosa, Griffiths, Parkes & Ellis (2009, p. 2) have studied the ways to improve assessment procedures with particular relevance to social studies. The researchers point out that, most of the complaints from students on assessment design concern a mismatch between the stated curricular goals and the provided teaching, confused expectations which are too high or low and projects/tasks that are hardly significant for students’ future (Boud, 2009; Boud & Falchikov, 2006; Knight, 2002; Shavelson, 2007 cited in Gore, Amosa, Griffiths, Parkes & Ellis 2009, p. 2). In order to avoid these pitfalls and ensure a more authentic evaluation process, both formative and summative types of assessments (adapted from Teachers’ Guide to Assessment (2011) for the unit ‘Water-Cycle’ which is a part of Environmental Studies. The Quality Teaching Model, (also referred to by Teachers’ Guide to Assessment, 2011) constitutes three aspects – Intellectual Quality, Quality Learning Environment, and Significance (as given here) – is widely followed in Australia, and has been the basis on which the above criteria for evaluation has been framed (Gore, Amosa, Griffiths, Parkes & Ellis 2009, p. 2). Source: Gore, Amosa, Griffiths, Parkes & Ellis 2009, p. 2. Three Aspects of the Quality Teaching model Intellectual Quality Quality Learning Environment Significance DK - Deep knowledge DU - Deep understanding PK - Problematic knowledge HOT - Higher order thinking M - Metalanguage SC – Substantive communication EQC - Explicit quality criteria HE - High expectations SD - Student direction BK - Background knowledge CK - Cultural knowledge KI - Knowledge integration C - Connectedness N - Narrative In order to ensure that the teaching is effective, and quality of teaching is high, above aspects should be carefully incorporated in classroom management practices. The criteria chosen to evaluate effective teaching in above includes many of the above aspects, thus aiding better teaching. Firstly, by kindling interest in the students regarding the unit and encouraging them to collect materials on the subject, the teacher transmits the message that there is high expectation (HE) from them and also facilitates development of background knowledge (BK) and ensures right the efforts of the students direction is on right track (SD). Secondly, the teacher ensures deep knowledge (DK) and deep understanding (DU) in learners by explaining the lesson, making them read loud, testing their understanding orally, encouraging them to ask pertinent questions, and explaining difficult points, like for example, how the temperature plays an important role in the process of water cycle. Group activities are included to bring forth connectedness (C); by initiating group discussions on the importance of water conservation, and the role played by trees and vegetation in precipitating rain. Furthermore, discussions on how global warming and temperature changes have disrupted rain patterns all over the world help the learners integrate knowledge of what is learned to the world outside. Simple activities conducted by the teacher to show evaporation, and condensation will also help students comprehend the connection between science subjects and environmental events (KI). Challenging the students to prepare charts helps transfer of knowledge between the learners and provides opportunities for comparatively slow learners to develop interest and gain understanding through visual aids. It also paves way for students to improve their creativity (HOT). Higher order thinking is also aided by means of assignments and essays that students are required to complete on related topics like, for example, challenging them to find out regarding the traditional practice of managing bush-fires in aboriginal communities to prevent larger fires and indirectly aided water-cycle; it also facilitates cultural knowledge (CK). Individual assignments also help learners acquire metalanguage (M) skills by way of writing and communicating clearly on comparatively complicated but relevant issues like global warming and carbon-dioxide emissions and so on. Inclusion of oral questions in the evaluation criteria is to make sure that the students develop adequate communication skills; to be able to articulate they have understood to fellow-students and the teacher while simultaneously indicating to the teacher of improper understanding on the part of the student, if any. The teacher can then use the opportunity to gently set right the understanding of the student. Written tests are included as an evaluation tool since it will help the student develop writing in a succinct and concise manner. It will also help the learner to prioritize the order of points according to their relevance to the question asked. More importantly, the criteria included here ensure that the learners develop “Self-Regulation” that has been delineated in Progressive Pedagogies (2002 p.13). When the children are positively engaged and their interests captivated by activities like role-play and quiz, they automatically develop self-regulatory habits and self-discipline. Additionally with the time-frames given to the students well in advance, and gentle reminders as implied in the Explicit Quality Performance Criteria (2002, p. 12) help enhance self-regulation learning in students. Since “working with and valuing difference” is an integral part of “effective classroom practice” of an effective teacher (Hayes, Mills, Christie and Lingard 2006, p.38), activities like individual assignments that probes thinking into aboriginal fire-management practices, group discussions, presentations, role-play and quiz, makes certain that all students from all backgrounds, are given equal “opportunities to engage in positive ways with non-dominant cultures as part of its social outcomes” (Hayes et al 2006, p. 39). Conservation of water and destruction of natural water bodies for modernization - discussions of this nature are imperative to set them thinking on two sides of the problem (PK). Including both formative and summative assessment tools as criteria for evaluation helps provide multi-faceted evaluation; and some tools are used throughout, to evaluate teaching effectiveness and extent of learning. Researchers (Gore, Amosa, Griffiths, Parkes & Ellis (2009, p.3) cite the work of Boud (1990, 1995, 2009) to stress on the necessity of evaluation techniques in higher learning environments to clearly connect with relevant educational ideas and values used by professionals, since “it focuses on the importance of assessment for learning as well as of learning, relevant to authentic assessment practices”. Such criteria have been carefully included here, envisaging fulfillment of the requirements of effective teaching. Explanation of the Application of the Instruments With particular reference to teaching of the lesson ‘Water cycle’ the first thing I would do is to induce the students into exploring the subject of water. A brief, informal talk towards the end of the class, five days prior to the commencement of the unit, on how rains are caused, how cyclones and storms are devastating, what were the benefits from rains and what was the use of other water bodies etc. Encouraging the students to come out with whatever they know on the topic, will help me evaluate the general knowledge level of the class on the subject, while it will also spur their interest to pay more attention to it. This is further reinforced by my asking them to collect and collate materials on the topic which they will share and exchange in the class, when the lesson/unit actually starts in five days time. This will accentuate their curiosity, and help them explore the subject on their own. . Many researchers (Boud, 2009; Boud & Falchikov, 2006; Knight, 2002; Shavelson, 2007 cited in cited in Gore, Amosa, Griffiths, Parkes & Ellis 2009, p. 2) have pointed out that, the disparities in the instruction design and student learning objectives are a barrier for learning. With a mind to avoid that, I would clearly explain to the students the goals to be achieved at the end of this lesson, and the time frame within which we will accomplish this, even at the beginning of the unit. Two barriers to reform mentioned by Rowe (2004, pp. 15) are relevant here; one is the continuation of “students’ differential experiences and outcomes of schooling” according to which, the poor performances of some students are accepted as stemming from their “developmental differences” -marginalized background or on account of being either ‘girls’ or ‘boys’ and so on. With regards to this unit, I have taken particular attention to offset this barrier to reform; by encouraging role-play in which both boys and girls can participate and take on the roles of rivers, oceans and rain, sun, above mentioned ‘developmental differences’ are minimized to a large extent, with all students being given opportunities to perform, irrespective of their backgrounds (Progressive Pedagogies pp.38-9). Another shortcoming to reform mentioned by Rowe (2004) is the way “many reforms stop short of changing what happens beyond the classroom door and thus fail to deliver improved teaching and learning outcomes for teachers and students, respectively” (p. 19). Personal care has been taken to ensure that there is a lot of “connectedness” (Hayes et al 2006, p. 37) between the learning inside the classroom and the events happening in the outside world. The topic of ‘water cycle’ is especially conducive to this, and steps are taken in designing the curriculum to include steps like, exploratory activities and extra-curricular reading, collating information, group discussions, and chart activities, which will make to students aware that the real-world problems are very related to what they are learning in class, and as future leaders, they can actively plan their roles in a bringing about a positive transformation in the world. Setting high-expectations is very important to effective teaching; I believe in setting-high goals and challenging tasks for my students albeit with some guidance; facilitating formation of small groups, the students will be asked to prepare a presentation on related, relevant topics of their choice like, global warming, water conservation, rain-water harvesting, depletion of forest cover and its impact on water cycle. By encouraging them to use various types of media to make their presentation, their deep thinking and understanding of related issues, is set in motion. Gore, Griffiths, Ladwig (2004) have, interestingly, warned on the over-emphasis place on classroom environments and in the process, failing to emphasize the challenge to intellectual development in students (pp. 385-6);they warn that “teacher education” being “relatively low in its intellectual demands on students” is “all-too common” and has many adverse effects. “Authentic pedagogy builds on what students know and can do,” (Newmann, Marks and Gamoran (1995, p. 8) and with respect to this unit, the classroom environment and activities have the potential to aid understanding and intellectual development in the children, rather than diminish it. One threat that may impact the design of this curriculum is the requirement of enormous amounts of energy levels and dedicated time, by the teacher. When planning such activities, constant student motivation is necessary and the teacher plays an integral part in this. However, the anticipation of a positive outcome of student interest and deep, active, learning far outweighs the travails of time, in my opinion. As Sarason (1993) states, “The overarching goal of a teacher is to light intellectual fires, to make the world of learning and ideas interesting and self propelling; that is, to engender in students the desire to know more (p. 52)’’ and if my part as a teacher has achieved this for the lesson ‘Water Cycle’ then I deem my duty done. References: Gore M. Jennifer., Griffiths, Tom., Ladwig G. James (2004) “Towards better teaching: productive pedagogy as a framework for teacher education” Teaching and Teacher Education 20 (2004) 375–387. Retrieved on 30 August, 2012. http://www.units.muohio.edu/eduleadership/FACULTY/quantz/gore.pdf Gore, Jennifer., Amosa, Wendy., Griffiths, Tom., Parkes, Robert.,& Ellis, Hywel (2009) “Refining assessment practice in the social sciences” ATN Assessment Conference 2009, RMIT University Peer reviewed. Pp. 146-156. [Internet] Retrieved on 30 August, 2012. http://emedia.rmit.edu.au/atnassessment09/sites/emedia.rmit.edu.au.atnassessment09/files /ATNA09_Conference_Proceedings.pdf Hayes, Debra., Mills, Martin., Christie, Pam., Lingard, Bob (2006). Teachers and Schooling Making a Difference: Productive Pedagogies, Assessment, and Performance. Allen & Unwin. Australia. Pp. 32- 45. Newmann, M. Fred., Marks, M. Helen., and Gamoran, Adam (1995) “Authentic Pedagogy: Standards That Boost Student Performance” in Issues in restructuring Schools Issue report No. 8, Spring 1995. Pp. 1-15. [Internet] Retrieved on 30 August, 2012. www.wcer.wisc.edu/archive/cors/.../Issues_No_8_Spring_1995.pdf Progressive Pedagogies – A guide Classroom Reflection Manual New Basics Branch and the Queensland School Reform Longitudinal Study (QSRLS) commissioned by Education Queensland, Queensland. Pp. 1-25. Also available online http://education.qld.gov.au/public_media/reports/curriculum-framework/productive- pedagogies/pdfs/prodped.pdf Queensland Curriculum, Assessment and Reporting Framework (2012) [Internet] Retrieved on 30 August, 2012. http://www.qsa.qld.edu.au/downloads/early_middle/qcar_using_el_handout_2.pdf Rowe, Ken (2004). The importance of teaching: ensuring better schooling by building teacher capacities that maximize the quality of teaching and learning provision – implications of findings from the international and Australian evidence-based research. [Internet] Retrieved on August 3, 2012. http://research.acer.edu.au/learning_processes/14 Sarason, S. B. (1993). You are thinking about teaching? Opportunities, problems, realities. San Francisco, CA: Jossey-Bass. Teachers’ Guide to Assessment (2011) Published by the Association of Independent Schools of the ACT Incorporated. [Internet] Retrieved on 30 August, 2012. www.det.act.gov.au/teaching_and.../teachers_guide_to_assessment Why These Criteria to Evaluate Effectivenessq Read More