Meta-analysis of the evaluation of teachers' performance and providing a suitable model for it

Document Type : Original Article

Authors

1 MA of curriculum studies (Department of curriculum studies, Faculty of psychology and Educational Sciences, Allameh Tabatabaʼi University, Tehran

2 Associate Professor of Curriculum Studies, Department of curriculum studies, Faculty of psychology and Educational Sciences, Allameh Tabatabaʼi University, Tehran

3 Professor of Curriculum Studies (Department of curriculum studies, Faculty of psychology

Abstract

Introduction: Teacher evaluation is a common practice in most schools and its impact on students' learning cannot be underestimated. The aim of this study was to identify teacher evaluation methods and determine their evaluation framework.
Method: The research strategy is qualitative and the research method is synthesis research. The field of research included internal and external research on the subject of evaluating teacher performance in 65 cases. In the refining stage of articles, 29 articles were purposefully selected depending on the criteria. Research selection criteria are articles, and research on the subject of teacher performance evaluation with publication's name and year which are in line with the objectives of the research. The six-step pattern of Roberts' research synthesis was used to collect data.
Results: In this research, a number of teacher evaluation methods were identified Included Classroom observation, Principal Evaluations, Analysis of Classroom Artifacts, Portfolios, self- evaluation, Value – Added models, Student ratings, Performance Rating for Promotion, Teacher Evaluation for Professional Development, Clinical supervision, teacher development programs, a peer evaluation system.
Discussion and Conclusion: In this study, a number of teacher evaluation methods including Classroom observation, Principal Evaluations, Analysis of Classroom Artifacts, Portfolios, self-evaluation, value-added models, student ratings, Performance Rating for Promotion, evaluation for professional development, clinical supervision, Teacher Evaluation for Professional Development, Clinical Supervision, and Peer evaluation system was identified.
 
 

Keywords


1- Santiago, P., & Benvides, F. Teacher evaluation a conceptual framework and examples of Country practices. OECD 2009.
2- ریگی، عاطفه؛ قادری، مصطفی و سلیمی، جمال. مقایسه ارزشیابی عملکرد معلمان از طریق ویدیو دیتا با سایر روش های موجود ارزشیابی عملکرد در تدریس. پژوهش در برنامه ریزی درسی،1395؛ 2(23): 27-39.
3- سعادت، اسفندیار. مدیریت منابع انسانی. تهران: انتشارات سمت، 1386.
4- Peterson, K. D & Peterson, C.A. Effective Teacher Evaluation (A guide for principals). Corwing Press 2006.
5- De Almeida, J. C. Teacher Performance Evaluation: The Importance of Performance Standards. International Journal for Cross-Disciplinary Subjects in Education 2017 (IJCDSE) 2017; 8(1) Pp: 2973- 2981
6- کرمی، ابوالفضل. بررسی نقاط قوت و ضعف نظام ارزشیابی از کارآیی معلم. پژوهش های تربیتی دانشگاه آزاد اسلامی واحد بجنورد،1384؛ 2(5).
7- Phillips, K., Balan, R & Manko, T. Teacher evaluation: Improving the process. Transformative dialogues: Teaching & Learning Journal 2014.
8- Hakim, B. M. Teacher Evaluation as a Tool for Professional Development:  A Case of Saudi Arabia. Australian International Academic Centre, Australia 2015.
9- Warring, D. F. Teacher evaluation: Use or Misue? Universal Journal of Educational Research 2015; 3(10): 703-709.
10- سرمدی، محمدرضا؛ صیف، محمد حسن. مدیریت فرایند آموزش. تهران: انتشارات دانشگاه پیام نور، 1387.
11- Newman, D & Lazarev, V. How Teacher Evaluation is affected by Class Characteristics: Are Observations Biased? Empowering educators for evidence-based decisions 2015: 1-11.
12- Bustami, G.A. Improving teacher’s evaluation methods and tools in Abu Dhabi schools – case study. Athens journal of social sciences 2014; 1(4):  261-273.
13- Goe, L., Bell, C. & Little, O.  Approaches to evaluation teacher effectiveness: a research synthesis. National Comprehensive center for quality 2008.
14- Hallinger, P & Murphy, J & Hech, R. H. Teacher evaluation and school improvement: An analysis of the evidence. Educational Assessment Evaluation and Accountability 2014.
15- شورت، ادموند سی. روش شناسی مطالعات برنامه درسی. ترجمه دکتر محمود مهر محمدی، تهران: انشارات سمت، 1388.
16- دانش پژوه، زهرا؛ فرزاد، ولی الله. ارزشیابی مهارت های حرفه ای معلمان دوره ابتدایی. فصلنامه نوآوری های آموزشی،1385؛ 5(18): 170-135.
17- قدیمی، مهرداد. بررسی شیوه ارزشیابی عملکرد معلمان از دیدگاه معلمان دوره متوسطه منطقه 16و18 تهران و تبیین الگویی بهینه برای آن. پایان نامه کارشناسی ارشد، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، 1387.
18- قیصری، اسماعیل. طراحی مدل الگوی ارزشیابی عملکرد دبیران متوسطه استان کردستان 88-89. پایان نامه کارشناسی ارشد، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، 1388.
19- نویدی نیا، حسن؛ کیانی، غلامرضا؛ اکبری، رامین و غفارثمر، رضا. شناسایی ملزومات و اجزای الگویی برای شناسایی برای ارزشیابی معلمان زبان انگلیسی در دبیرستان های ایران. دوماهنامه جستارهای زبانی،1392؛ 2(23): 266-233.
20- Fernandez, C.F., Yu, J., Mappsc, D, & Maom. L. Peer Review of Teaching. The Journal of Education 2007.
21-Dc Prep. Implementation of the Teacher Advancement Program (TAP). NewSchools Venture Fund 2007.
 22-Glazerman, S. Mckie, A., Carey, N. An Evaluation of the Teacher Advancement                                      Program (TAP) in Chicago: Year One Impact Report. Mathematica Policy Research 2009.
23- Guo, R. An Ethnographic Study of Video Data Use in E-Portfolio for Teacher Development. Polyglossia 2009; V.16: 23-31.
24- Magno, C. A Metaevaluation Study on the Assessment of Teacher Performance in an Assessment Center in the Philippines. The International Journal of Educational and Psychological Assessment 2009; V.3: 75- 93.
25- Weinstein, T.L & Struthers, K.S. Similar Demands, Different Responses: Teacher Evaluation in the United Kingdom and Singapore. Educational Policy Analysis and Strategic Research 2012; 7(1):5- 2
26-Aslam, M. N.Student Rating as an Effective Tool for Teacher Evaluation. Journal of the College of Physicians and Surgeons Pakistan 2013; 23 (1): 37-41.
27- Mercado, L. A. & Beacher, L. Video-Based Self- Observation as a Component of Developmental Teacher Evaluation. Global Education Review 2014; 1(3):63-77
28- Goodwin, D & Webb, M. A. Comparing Teachers’ paradigms with the Teaching and learning paradigm of their state’s Teacher evaluation system. Research in Higher Education Journal 2014; V. 25: 1-11.
29- Hallinger, P & Murphy, J & Hech, R. H. Teacher evaluation and school improvement: An analysis of the evidence. Educational Assessment Evaluation and Accountability 2014.
30- Bulunuza, N., Kesnerc, J., Gursoyb, E. & Goktalayd, S. B. The Implementation and Evaluation of a Clinical Supervision Model in Teacher Education in Turkey:  Is It an Effective Method. Educational Sciences: Theory & Practice 2014; 14(5):1823-1833.
31- Kathe Callahan, K & Sadeghi, L. Teacher Perceptions of the Value of Teacher Evaluations: New Jersey’s ACHIEVE NJ. NCPEA International Journal of Educational Leadership Preparation 2015: 10(21).
32- Milanowski, A., Heneman, H. G. & Finster, M. Peer Evaluation of Teachers in Maricopa County’s Teacher Incentive Fund Program. Teacher incentive fund (TIF) 2015: 1-16.
33-Choi H. J & Park, J. H. An Analysis of Critical issues in Korean teacher evaluation systems. C-E-P-S Journal 2016; 6(2): 151- 171.
34- Husain, S. & Khan, M Students’ feedback: An effective tool in teachers’ evaluation system. International Journal of applied and basic Medical Research 2016; 6(3): 178-181.
35- Maya & Kaçar, Y. School Principals’ and Teachers’ Views on Teacher Performance Evaluation. International Journal of Progressive Education 2018; 14(5).
36- Manigandan, K & Kumar, N. S. Philosophical Approach of Teacher Evaluation. International Journal of Current Research and Modern Education 2017; V (2): 167-170.
37- میرکمالی، سید محمد؛ نارنجی ثانی، فاطمه؛ اعلامی، فرنوش. بررسی فرهنگ کارآمدی گروهی در مدارس ابتدایی شهر تهران و رابطه آن با عملکرد معلمان این مدارس.  پژوهش‌های آموزش و یادگیری، 1390؛ 9(1): 108-93.
38- Santiago, B. P & Roseveare, D & Amelsvoort, G. V & Manzi, J & Matthews, P .Teacher evaluation in portugal: OECD Review. Organisation for economic co-operation development 2009.
39- محمدی، مهدی؛ ناصری جهرمی، رضا؛ رحمانی، هادی. الگوی علّی رابطه خودراهبری یادگیری، ارزش های تحصیلی و ادراک از کیفیت عملکرد اعضای هیأت علمی.  پژوهش‌های آموزش و یادگیری، 1399؛ 1 (13): 20-1.
40- Johnson, K.E. The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly 2006. V.40: 235-257.
41- Kayıkçı, K., Yılmaz, O., Şahin, A. The Views of Educational Supervisors on Clinical supervision. Journal of Education and Practice 2017; 8(21): 2222-1735