Teacher Assessment: A Formative Path to Teacher Development
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In Venezuela, teacher assessment has been always based on the amount of students who pass or fail subjects, but is that a serious teacher performance assessment? Teacher assessment can permit to rethink teacher training and teacher performance, that is, from an analytical perspective that can allow teachers to enhance and improve their skills, capacities and knowledge. In a few words, the objective of this research paper is to demonstrate the importance of evaluating TEFL quality in Venezuela from the pre-service teacher’s perspective to the in-service teacher’s perspective. Therefore, the results of a research done by the author of this paper will be shown in order to demonstrate how important is to evaluate college graduates in TEFL in order to see the strengths and weaknesses of teacher training. This research was done to 14 students of the university UPEL in Maracay, the TEFL Bachelor’s degree, and also to 14 students of the same career and university but in Maturin. This study is based on a field study, which is merely descriptive. Due to this characteristic, the results of the research permitted to analyze the root of the problem of teacher training in ELT at UPEL Maturin.
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Teacher Assessment: A Formative Path to Teacher Development
- 1. Venezuela Teachers of English to Speakers of Other Languages Instituto Universitario de Tecnología Superior de Oriente VenTESOL Region 3 (Anzoátegui, Nueva Esparta, Sucre)
- 2. Objectives To define teacher assessment. To describe teacher assesment at Venezuelan educational institutions. To prove the importance of teacher assessment in ELT. To present the foundations, standards and different ways of teacher assessment. To show the results of a research based on the assessment of EFL teacher trainees.
- 3. Assessment or Evaluation? Assessment is classroom research to provide useful feedback for the improvement of teaching and learning. Assessment is feedback from the student to the instructor about the student’s learning. Evaluation uses methods and measures to judge student learning and understanding of the material for purposes of grading and reporting. Evaluation is feedback from the instructor to the student about the student’s learning.
- 4. Assessment Assessment is an ongoing process that encompasses a much wider domain. Whenever a student responds to a question, offers a comment, or tries out a new word or structure, the teacher subconsciously makes an assessment of the student's performance. (H. D. Brown, 2003). Teacher assessment: the core purpose of teacher assessment should be to strengthen the knowledge, skills, dispositions, and classroom practices of professional educators. (National Education Association, 2003)
- 5. Venezuelan Case Schools and high schools. Universities. Language schools.
- 8. Benefits of Teacher Assessment Reflection on teacher performance. Improvement of teacher performance. Improvement of their students’ learning. It permits teachers to learn from their colleagues (Teachers helping teachers). It permits teachers to learn from their students.
- 9. Types of Teacher Assessment Observation. Surveys. Tests. File. Self-Assessment.
- 10. Modality Summative Assessment: aims to measure, or summarize, what a student has grasped, and typically occurs at the end of a course or unit of instruction. (H. D. Brown, 2003). Formative assessment: evaluating students in the process of forming their competencies and skills with the goal of helping them to continue that growth process. (H. D. Brown. 2003).
- 11. What to Assess? Teacher Assessment Teaching Capacity Emotionality Responsibility Interpersonal communication Teacher Performance
- 12. Capacities Teaching capacity: knowledge about the language or subject, knowledge and practice of their teaching such as planning, assessment, use of resources, etc. Emotionality: professional vocation, self-steem, level satisfaction with their labors, etc. Responsibility: attendance and puctuality. Interpersonal communication: level of concern about their students’ problems and learning, communication with their co-workers.
- 13. What’s the best way? Certainly it has to be formative assessment. Ways of Formative Teacher Asssessment Class recording Study groups Surveys by colleagues and students Peer observation
- 14. Class recording
- 15. Study groups
- 16. Surveys
- 17. Peer Observation Shaping the Way We Teach English Module 13, Peer Observation in Teaching Practices[1].wmv
- 18. Peer Observation
- 19. Personal Experiences at IUTSO Peer observation has been an effective experience of sharing knowledge. I have had the chance to be given the commitment as a colleague to expand the passion for teaching and learning EFL. Definitely, I have been able to see my improvement and it is confirmed by the most challenging audience (my students). I am so grateful and I share the passion. Karly Lozada, July 2014.
- 20. Teacher Training and Teacher Assessment
- 21. Research Title: Evaluación de los Aprendizajes en la Enseñanza del Inglés como Lengua Extranjera (Assessment in TEFL). The problem: 1. Poor EFL assessment practice. 2. Poor knowledge of how to use assessment instruments. 3. Lack of validity and realibity. 4. Poor teacher training on assessment.
- 22. Research Objectives: General Objective: To measure the basic theoretical knowledges of students of EFL on assessment at Instituto Pedagógico de Maturín (IPM). Specific objectives: 1. To grade EFL students’ performance at IPM on theoretical knowledges about EFL assessment. 2. To demonstrate the perspectives of IPM EFL teachers about EFL teacher training on assessment. 3. To give recommendations addressed to improving teacher training on EFL assessment.
- 23. Research Methodology: 1. Descriptive and field research. 2. Population: EFL students at UPEL-IPM. 3. Sample: 14 students and 8 teachers 4. Instruments: a test and a survey. - Test: a test of 20 questions (multiple choice).
- 24. The Results (UPEL Maturín) Grades Frequency % 14 1 7.1 12 1 7.1 10 1 7.1 8 4 28.6 7 5 35.7 6 2 14.3 Average: 8 out of 20 pts.
- 25. The Results (UPEL Maracay) Grades Frequency % 19 1 7.14 18 2 14.28 14 2 14.28 13 2 14.28 10 2 14.28 9 1 7.14 8 1 7.14 6 2 14.28 2 1 7.14 Average: 11,4 out of 20 pts.
- 26. Why? UPEL Maracay EFL students have a good teacher training on EFL assessment: - MEPILE I. - MEPILE II. UPEL Maturín EFL students have a poor teacher training on EFL asessment: - Methodology and Evaluation: Content taught: 80% on methodology and 20% on assessment, but most of the time 100 % methodology and 0% on assessment.
- 27. Assessment on Teacher Training Teacher assessment does not only allow teachers in service to improve or develop their skills, capacities or competences, it also allows to improve the teacher training of pre-service teachers (teacher trainees) . It provides data that can be considered in order to evaluate the curriculum of the career or the syllabus of a subject.
- 28. Conclusions To allow teacher development is important to assess teacher performance in a way that is meaningful, that is, formative assessment. Teachers must look for different alternatives of teacher assessment despite the system does not provide them one. Teacher assesment also permits to analyze and evaluate the curriculumof EFL teacher training. Teacher assessment is a good way of reflection. If teachers develop their performance, their student will or may improve theirs, too.
- 29. Quotes to Ponder “More can be done to improve education by improving the effectiveness of teachers than by any other single factor.”Wright, Horn and Sanders, 1997. “We all need people who give us feedback, that’s how we improve.” Bill Gates.
- 30. Thanks for your attention! http://ventesol.ning.com Facebook: VenTESOL Anzoátegui Twitter: @ventesol Email: region3.ventesol@gmail.com
Editor's Notes
- Then, the video.