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Developing a Teacher Evaluation Instrument to Provide Formative Feedback Using Student Ratings of Teaching Acts
Author(s) -
der Lans Rikkert M.,
de Grift Wim J.C.M.,
Veen Klaas
Publication year - 2015
Publication title -
educational measurement: issues and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.158
H-Index - 52
eISSN - 1745-3992
pISSN - 0731-1745
DOI - 10.1111/emip.12078
Subject(s) - formative assessment , mathematics education , computer science , psychology
This study reports on the development of a teacher evaluation instrument, based on students’ observations, which exhibits cumulative ordering in terms of the complexity of teaching acts. The study integrates theory on teacher development with theory on teacher effectiveness and applies a cross‐validation procedure to verify whether teaching acts have a cumulative order. The resulting teacher evaluation instrument comprises 32 teaching acts with cumulative ordering in terms of complexity. This ordering aligns with prior teacher development research. It also represents a valuable extension in that the instrument can provide feedback about a teacher's current phase of development and advice for improvement.