Implementing the Professional Standards for Teaching Mathematics: The Evaluation of Teaching: Challenge and Opportunity

1994 ◽  
Vol 87 (6) ◽  
pp. 446-448
Author(s):  
Douglas A. Grouws
Keyword(s):  
Student Performance ◽  
Evaluation Process ◽  
Professional Standards ◽  
Cyclic Process ◽  
Teaching Mathematics ◽  
Teaching Evaluations ◽  
Teaching Assessment ◽  
Improving Instruction ◽  
Evaluation Of Teaching ◽  
The Right

Teachers are under enormous pressure to produce results, and, directly or indirectly, teaching evaluations are part of that pressure. In Kentucky, for example, schools are rewarded or sanctioned, depending on their students' performance on various types of assessments (Bush 1992). To channel reform energy into productive effort, a change must occur in the current preoccupation with finding scapegoats for poor student performance and on holding teachers singularly accountable for shortcomings in the educational system. Shifting the focus of teaching evaluations from teacher accountability to improving instruction is a step in the right direction because it will increase the usefulness of these evaluations as teachers work to increase students' learning in mathematics. Any reoriented teaching-evaluation process must be comprehensive in nature and involve a cyclic process of teaching assessment, professional development, and instructional change, as advocated in the Professional Standards for Teaching Mathematics (NCTM 1991).

Implementing the “Professional Standards for Teaching Mathenatics”: The Teacher and Evaluation

1994 ◽  
Vol 87 (8) ◽  
pp. 614-617
Author(s):  
Roberta Koss ◽  
Rick Marks
Keyword(s):  
Professional Growth ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Evaluation Of Teaching

Evaluation of teaching is usually something done to a teacher. In contrast, the Professional Standards for Teaching Mathematics (NCTM 1991) supports evaluation of teaching done by and for a teacher. That is, the teacher participates actively in designing and carrying out any evaluation, and the process contributes substantially to the teacher's professional growth. This vision dramatically changes the roles and responsibi)jties of the teacher as well as others involved in evaluating teaching. To begin moving effectively in this direction, both teachers and supervisors need to understand the rationale for change and to see how this change could occur.

Study of Teaching Assessment Based on BP Neural Network

2012 ◽  
Vol 524-527 ◽  
pp. 3861-3865
Author(s):  
Wei Jun Yang ◽  
Ying Jie Zhou ◽  
Shuai Yuan
Keyword(s):  
Quality Evaluation ◽  
Teaching Effectiveness ◽  
Structural Characteristics ◽  
Evaluation Process ◽  
Teaching Quality ◽  
Assessment Model ◽  
Learning Function ◽  
Teaching Assessment ◽  
Evaluation Of Teaching ◽  
Self Learning

This paper develops teaching assessment model to resolve the complexity of quality evaluation process of teaching quality, with the structural characteristics and self-learning function of BP neural networks. The concept of teaching evaluation index is quantified to the determinate date as input, teaching effectiveness as output. Through MATLAB software used for the empirical research, it can be found that the method applied to evaluation of teaching quality, not only overcome the subjective factors in the evaluation process, but also receive satisfactory results, has a wide applicability.

Implementing the “Professional Standards for Teaching Mathematics”: Empowering Teachers through the Evaluation Process

1995 ◽  
Vol 88 (1) ◽  
pp. 44-47
Author(s):  
Miriam A. Leiva ◽  
Fernand J. Prevost
Keyword(s):  
Student Teaching ◽  
Lesson Plan ◽  
Evaluation Process ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Empowering Teachers ◽  
Second Year ◽  
Algebra Class

Mr. Hille had been student teaching for three weeks when I made an announced observation in his second-year-algebra class. His lesson on ellipses had been carefully planned, and he was ready with models, string, calculators, overhead transparencies, and a lesson plan. Somewhere at the beginning of his enthusiastic presentation, he slipped from equations of ellipses to hyperbolas, while naming and graphing them as ellipses! Suddenly be realized what he was doing and looked at me in horror, but he went on for a few more minutes, “keeping his cool” as he would explain later. He asked questions and assigned a few problems from a previous section. The period ended. To an observer with little or no mathematics background, Mr. Hille's lesson appeared to be excellent.

Assessment: Describing Student Performance Qualitatively

1996 ◽  
Vol 1 (10) ◽  
pp. 828-835
Author(s):  
Jinfa Cai ◽  
Maria E. Magone ◽  
Ning Wang ◽  
Suzanne Lane
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Student Performance ◽  
Conceptual Understanding ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
Reasoning Problem ◽  
Mathematics Educators

The issue of linking testing with instructional practice is not new. In recent years, mathematics educators have been redefining the goals of mathematics education to include increased attention to problem solving and reasoning. For example, the National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Standards for Teaching Mathematics (1991) and the National Research Council's Everybody Counts (1989) suggest an emphasis on reasoning, problem solving, conceptual understanding, and communicating mathematically.

scholarly journals Teacher Perspectives on the use of the Australian Professional Standards for Teachers as part of their Evaluation Process

2020 ◽  
Vol 45 (8) ◽  
pp. 1-22
Author(s):  
Damien Barry ◽  
◽  
Donna Pendergast ◽  
Katherine Main ◽  
◽  
...  
Keyword(s):  
Student Performance ◽  
Professional Growth ◽  
Single Case ◽  
Evaluation Process ◽  
Teaching Quality ◽  
Teacher Perspectives ◽  
Professional Standards ◽  
Post Evaluation ◽  
Evaluation Mechanism

Teacher effectiveness has a powerful impact on student performance and a teacher evaluation process that supports professional growth can be a key lever for improving teaching quality. The purpose of this study was to examine teacher perspectives on the use of the Australian Professional Standards for Teachers, when used as part of their evaluation process, and, to determine what other factors may need to be considered in the design and implementation of such a process. A single case study of a school in Victoria, Australia was conducted, using a pre and post interview approach with six teachers. Responses were analysed using a thematic network methodology. Findings reveal that the inclusion of The Standards as part of any evaluation mechanism is secondary to a range of other factors, including the relationship the teacher has with their evaluator; the skills of the evaluator; and the addition of a developmental plan post evaluation.

Comparing Sources of Disruptions to Telemedicine-Enabled Stroke Care in an Ambulance

2021 ◽  
pp. 193758672110547
Author(s):  
Sahar Mihandoust ◽  
Anjali Joseph ◽  
Kapil Chalil Madathil ◽  
Hunter Rogers ◽  
Roxana Jafarifiroozabadi ◽  
...  
Keyword(s):  
Evaluation Process ◽  
Stroke Care ◽  
Video Recordings ◽  
Impact Location ◽  
Remote Assessment ◽  
Computer Workstation ◽  
Adequate Evaluation ◽  
The Right ◽  
Evaluation Space ◽  
Care Evaluation

Objective: The purpose of this study is to understand the nature and source of disruptions in an ambulance during the telemedicine-based caregiving process for stroke patients to enhance the ambulance design for supporting telemedicine-based care. Background: Telemedicine is emerging as an efficient approach to provide timely remote assessment of patients experiencing acute stroke in an ambulance. These consults are facilitated by connecting the patient and paramedic with a remotely located neurologist and nurse using cameras, audio systems, and computers. However, ambulances are typically retrofitted to support telemedicine-enabled care, and the placement of these systems inside the ambulance might lead to spatial challenges and disruptions during patient evaluation. Method: Video recordings of 13 simulated telemedicine-based stroke consults were coded and analyzed using an existing systems-based flow disruption (FD) taxonomy. For each observed disruption—the type, severity or impact, location in the ambulance, and equipment involved in the disruption were recorded. Results: Seat size, arrangement of assessment equipment, location of telemedicine equipment (computer workstation), and design of telemedicine camera were among the factors that impacted telemedicine-related disruptions. The left ambulance seat zone and head of the patient bed were more involved in environmental hazard–related disruptions, while the right zone of the ambulance was more prone to interruptions and communication-related disruptions. Conclusion: Adequate evaluation space for the paramedic, proper placement of evaluation equipment, and telemedicine computer location could facilitate the stroke care evaluation process and reduce FDs in the ambulance.

Contradicting findings of gender bias in teaching evaluations: Evidence from two experiments in Denmark

2021 ◽  
Author(s):  
Anne Skorkjær Binderkrantz ◽  
Mette Bisgaard ◽  
Berit Lassesen
Keyword(s):  
Gender Bias ◽  
Observational Studies ◽  
Experimental Studies ◽  
Gender Effects ◽  
Performance Evaluations ◽  
Student Evaluations Of Teaching ◽  
Teaching Evaluations ◽  
Public Sector Employees ◽  
Evaluation Of Teaching

The role of gender in the interaction between citizens and public sector employees attracts increasing attention. Notably, gender effects have been described in performance evaluations across different contexts. With respect to student evaluations of teaching, a series of observational studies as well as experimental studies have found that women are evaluated lower than men. In this paper, we conduct two experiments in Denmark to test whether a similar gender bias is present in a national context that is generally considered among the most gender equal. Study 1 investigates differences in the evaluation of two similar presentations by teachers reported to be either male or female. Study 2 focuses on the evaluation of teaching material prepared by men and women respectively. The two studies arrive at similar conclusions: There is no gender bias in favor of men in the evaluations made by students. The paper discusses the implications of these findings.

scholarly journals A Study of the Correlation of the Improvement of Teaching Evaluation Scores Based on Student Performance Grades

2017 ◽  
Vol 6 (2) ◽  
pp. 162 ◽  
Author(s):  
Chi Yuan Chen ◽  
Shu-Yin Wang ◽  
Yi-Fang Yang
Keyword(s):  
Student Performance ◽  
Negative Correlation ◽  
Teaching Evaluation ◽  
Positive Correlation ◽  
Teaching Evaluations ◽  
Evaluation Scores ◽  
Final Grades ◽  
Academic Year

The purpose of the study is to explore the influence of teaching evaluations on teachers in that they might try to please their students by giving higher grades in order to get higher teaching evaluation scores. To achieve this purpose, the study analyzed the correlations between teaching evaluation scores, student’s final grades and course fail rates, and it also examined whether students’ final scores and course fail rates are important predictors of teaching evaluation scores. The study used teaching evaluation scores and students’ final grades of the courses offered in the fall term of academic year 2014 and the spring term of academic year 2015 in one university in Taiwan as research samples. The results showed that both student’s final grades and course fail rates are predictors of teaching evaluation scores. There is a positive correlation between teaching evaluation scores and students’ final grades, and a negative correlation between teaching evaluation scores and course fail rates. Based on the findings, the study inferred that the implementation of teaching evaluations may influence teachers to give better grades and lower course requirements to please their students in order to get higher teaching evaluation scores.

scholarly journals Utilization of Life Skills Training Results In Enhancing Self-Employed Alumni LKP Nuning Kota Cimahi

Empowerment ◽  
2018 ◽  
Vol 7 (2) ◽  
pp. 224
Author(s):  
NISMA NURUL BILAD
Keyword(s):  
Life Skills ◽  
Skill Training ◽  
Implementation Process ◽  
Evaluation Process ◽  
Skills Training ◽  
Professional Organization ◽  
Life Skills Training ◽  
Process Implementation ◽  
The Subject ◽  
The Right

Entrepreneurship is the right choice to improve the life of the economy independently. Whether it's the economy of ourselves personally, even the economy in general in a bigger scope. Cimahi City as one of the cities in Indonesia that has the number of unemployed as many as 2,903 people in 2015. Based on data obtained from the Department of Manpower Cimahi City in 2016, it is known that only about 25.2% alone the amount of unemployment that can be absorbed on the job there is. Based on the conditions in this field, needed an empowerment to overcome the condition. One of the empowerment activities that can be done to overcome this condition through life skills training in the field of bridal makeup organized by Course and Training Institute. But the activity of the alumni of post life skill training training needs to be seen again. Like what the alumni are applying the results of training in entrepreneurship.               This research uses qualitative approach with descriptive method. The subject of this research is alumni of LKP Nuning Kota Cimahi in bridal make up. Data collection techniques in this study using interview techniques, observation, and documentation studies. The results of this study indicate that the life skills training process in bridal makeup field consists of preparation process, implementation process, evaluation process, and mentoring process. It can be said that 75% of LKP Nuning alumni in the field of bridal makeup have successfully entrepreneurship independently.               This bridal makeup training really helps the alumni in improving their economic and social position in the community. After the training, the alumni began to pioneer their business independently. Promoting online and offline, improving existence through professional organization activities, as well as setting aside funds for upgrading on her dressing skills. In addition, they begin to encounter the obstacles in it. In general, the obstacles faced are divided into 4 issues namely, capital constraints, business competition obstacles, barriers to trend changes that are too fast, and hambantan management of business management. However, not all alumni succeeded in becoming bridal cosmetic. There are also alumni who return to their original job or remain a housewife. Keywords: Entrepreneurship Independence, Life Skills, Bridal Makeup

Using Team-Based Learning to Improve Learning and the Student Experience in a Mechanical Design Course

2010 ◽  
Author(s):  
Peter M. Ostafichuk ◽  
H. F. Machiel Van der Loos ◽  
James Sibley
Keyword(s):  
Student Performance ◽  
Mechanical Design ◽  
University Teaching ◽  
Teaching Evaluations ◽  
University Of British Columbia ◽  
Team Based Learning ◽  
Mechanical Components ◽  
Multiple Choice Exam ◽  
Course Format ◽  
The University

In 2008, a design course on mechanical components (MECH 325) at the University of British Columbia was converted from a conventional lecture-based format to a team-based learning (TBL) format. The MECH 325 course is content-rich and covers the characteristics, uses, selection, and sizing of common mechanical components (including gears, flexible drives, bearings, and so on). With the shift in course format to TBL, student performance on exams as well as responses to teaching evaluations and course surveys all indicate an improvement in the students’ perception of the course and student learning. Specifically, performance on multiple choice exam questions from different years (remaining similar in both style and difficulty) increased by 17%. Likewise, on official University teaching evaluations over a five-year period, students rated the TBL version of the course as having a reduced workload, seeming less advanced, seeming more relevant, and being more interesting. On informal course surveys, 76% of students on average indicated they felt the various elements of TBL were effective towards the course aims. Finally, from instructor observations, the shift to TBL has resulted in increased student engagement and collaboration, and an increased emphasis on higher-level learning, such as application, synthesis, and judgment.

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