Change in the consequences of teacher appraisal from 2013 to 2018

2020 ◽  
Keyword(s):  
Teacher Appraisal

Teacher appraisal

1986 ◽  
Vol 1 (1) ◽  
pp. 63-72 ◽  
Author(s):  
Peter Wilby
Keyword(s):  
Teacher Appraisal

scholarly journals Teacher Professional Development and Appraisal

2015 ◽  
Vol 2 (2) ◽  
pp. 146-152
Author(s):  
Kushtarbek Kimshanov ◽  
Totukan Dyikanbaeva
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
School Teacher ◽  
High Standard ◽  
Teacher Appraisal ◽  
International Literature ◽  
Muslim Society ◽  
Teacher Professional ◽  
And Training

Abstract The paper is based on analysis of international literature on school teacher appraisal and professional development.  Teacher appraisal is a very important area of study, and traditionally it has been quite a contested field as well.  Teachers used to feel tension and anxiety due to unfair teacher appraisal, and they often reacted to teacher appraisal with resentment and nervousness.  Historically, teacher teacher appraisal was aimed to inform the issues and training considerations in education during the decades of the seventies and was establish to exercise greater accountability to maintain a high standard in education. However, eventually the developmental purpose had been emphasized. This paper presents rich literature on teacher appraisal and teacher development concepts. Abstrak Artikel ini berdasarkan analisis literatur internasional pada penilaian guru sekolah dan pengembangan profesional. Penilaian guru merupakan bidang kajian yang sangat penting, dan sudah menjadi bidang kajian yang cukup sering diperdebatkan. Guru kerap merasa tegang dan cemas dikarenakan penilaian guru yang tidak adil, dan mereka sering bereaksi terhadap penilaian guru dengan kekesalan dan gugup. Dalam sejarahnya, penilaian guru bertujuan untuk memberitahukan isu-isu dan pertimbangan pelatihan dalam pendidikan selama dekade tujuh puluhan dan telah dibentuk untuk melatih akuntabilitas yang lebih baik untuk mengatasi standar pendidikan yang tinggi. Namun, akhirnya tujuan pengembangan telah ditekankan. Artikel ini memberikan beragam informasi tentang penilaian guru dan konsep pengembangan guru. How to Cite : Kimshanov, K. Dyikanbaeva, T. (2015). Teacher Professional Development and Appraisal. TARBIYA: Journal Of Education In Muslim Society, 2(2), 146-152. doi:10.15408/tjems.v2i2.2802. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i2.2802

La valutazione dei sistemi educativi: alcune linee di tendenza nei processi di riforma in corso in area OCSE

2012 ◽  
pp. 73-76
Author(s):  
Luca Dordit
Keyword(s):  
Student Assessment ◽  
Teacher Appraisal ◽  
System Evaluation ◽  
School Evaluation ◽  
Sulla Base

Il lavoro intende ricostruire alcune tra le principali linee di tendenza osservabili nei processi di riforma dei sistemi di valutazione dei sistemi educativi a livello nazionale, sulla base delle molteplici attivitŕ di ricerca compiute dall'OCSE negli anni recenti. Per tracciare il quadro dei principali elementi comuni ai processi riformatori, inizialmente si prendono in esame gli approcci ispirati alle logiche di accountability e di improvement, applicati alla valutazione nel settore dell'education. Si introducono successivamente le quattro dimensioni in cui l'OCSE articola il sistema valutativo: accertamento degli esiti di apprendimento degli studenti (student assessment), valutazione della performance degli insegnanti (teacher appraisal), valutazione delle istituzioni scolastiche (school evaluation) e valutazione complessiva del sistema educativo (system evaluation). Infine vengono riprese ed approfondite alcune tendenze comuni, riscontrabili sul piano internazionale per ciascuna delle dimensioni considerate.

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