Post-active Phase of Teaching and Learners’ Evaluation a) Teacher roles and functions in the post-active phase: evaluation of pupil learning, evaluation b) Generating feedback on all three phases of teaching c) Reflection and appraisal for professional development in teaching: self-reflection, observation and feedback by peers d) Analysis of teaching using different media, appraisal by students

1. POST-ACTIVE PHASE OF TEACHING:
Post-teaching phase, , is the one that involves teacher’s activities such as analyzing evaluation
results to determine students’ learning, especially their problems in understanding specific areas,
to reflect on the teaching by self, and to decide on the necessary changes to be brought in the
system in the next instructional period.
The Post-active Phase this phase concerns with the evaluation activities. This can be done in
number of ways including tests or quizzes or by observing student’s reaction of questions,
comments, structures and unstructured situations.
In this phase, as the teaching task sums up, the teacher asks the questions from the pupils, verbally
or in written form, to measure the behaviors of the pupils so that their achievements may be
evaluated correctly.
Therefore, evaluation aspect includes all those activities which can evaluate the achievements of
the pupils and attainment of the objectives. Without evaluation teaching is an incomplete process.
It is related with both teaching and learning. The following activities are suggested in the post-
active of teaching-
1. Defining the exact dimensions of the changes caused by teaching.
2. Selecting appropriate testing devices and techniques.
3. Changing the strategies in terms of evidences gathered.
Defining the exact dimensions of the changes caused by teaching: At the end of the teaching, the
teacher defines the exact dimensions of changes in the behaviors as a result of teaching, this is
termed as criterion behaviour. For this the teacher compares the actual behavioral changes in the
students with their expected behavioral changes. If he observes the desired behavioral changes in
the maximum numbers of pupils, he concludes that his teaching strategies and tactics worked
effectively with the help of which teaching objectives have been achieved.
Selecting appropriate testing devices and techniques: The teacher selects those testing devices and
techniques to compare the actual behavioural changes with the desired behavioural change which
are reliable and valid and which can evaluate the cognitive and non-cognitive aspects of the pupils.
Therefore, criterion tests are more preferred than the performance tests.
Changing the strategies in terms of evidences gathered: While, by using the reliable and valid
testing devices, the teacher gets the knowledge regarding the performances of pupils and
attainment of objectives on one hand, and on the other hand he also gets clarity regarding his
instruction, teaching strategies and tactics. He also comes to know about the required modification
in the teaching strategies and situations along with the drawbacks of his teaching in order to

2. achieve the teaching objectives. In this way, through evaluation, the teaching activities are
diagnosed and these can be made effective by necessary modifications and changes in them.
Teaching is a complex activity. It is a process in which students are provided with a controlled
environment for interaction with the purpose to promote a definite learning in them. The
environment provided to students is constituted by the content, the teacher who organizes and
provides specific learning experiences, different ways and means of providing learning
experiences and the school setting. All these components, called instructional components,
interact in an interdependent and coordinated manner, in order to bring about the pre-specified
desirable changes in the students. It is this interaction between human and non-human components
that makes the process of teaching-learning a highly complex activity.
Teaching is viewed as a comprehensive process, and there has been a tremendous change in the
way of understanding teaching and a teacher’s roles. Teaching is conceptualized as an active
interactive process that goes on between the consciously designed environment and the student,
(where teachers may or may not be present), with a definite purpose. It includes all the activities
organized by a teacher to bring about learning, be it inside or outside a classroom, with or without
the presence of the teacher.
Evaluation
Evaluation is an important component of the teaching-learning process. It helps teachers and
learners to improve teaching and learning. Evaluation is a continuous process not a periodic
exercise. It helps in forming the values of judgement, educational status, or achievement of
students. Evaluation in one form or the other is inevitable in teaching-learning, as in all fields of
activity of education judgements need to be made. Hence, it is desirable that teachers must acquire
knowledge and understanding about the various aspects of evaluation and its application in
classrooms.
In brief, evaluation is a very important requirement for the education system. It fulfills various
purposes in systems of education like quality control in education, selection/entrance to a higher
grade or tertiary level. It also helps one to take decisions about success in specific future activities
and provides guidance to further studies and occupation. Some of the educationists view evaluation
virtually synonymous with what was previously defined as learner appraisal, but evaluation has an
expanded role. It plays an effective role in questioning or challenging the objectives. This does not
mean that one can loosely criticize Programme objectives. One should question or challenge
Programme objectives only after careful study of the relationship between a programmer’s
objectives and the need for which the Programme was designed. Evaluation helps a lot in the
design and modification of learning experiences on the basis of feedback received by learner
appraisal. A simple representation explaining the role of evaluation in the teaching-learning
process is shown below:

3. Self-Reporting Techniques
Self-reporting techniques require the respondent to react to items concerning his own behavior or
characteristics. The items generally require expression regarding likes, dislikes, fears, hopes,
religious beliefs, ideas about sex and many other matters that reflect the way in which the person
copes with his own needs and demand of his environment. Self-reporting techniques are very
commonly used for measuring the traits pertaining to interest, adjustment, attitude and personality
etc. Sometimes a self-report text measures only one trait such as introversion - extroversion,
security - insecurity or high anxiety - low anxiety. These can also be developed so as to measure a
number of traits simultaneously. For example Cattell's sixteen Personality Factor Questionnaire
yields 16 different scores. Self-reporting is obtained through a checklist, questionnaire or a rating
scale format. Some of the well-known self-reporting instruments are listed below :
 Woodworth Personal Datasheet
 The Minnesota Multiphasic Personality Inventory (MMPI)
 Edwards Personal Preference Schedule
 Minnesota Teacher Attitude inventory (MTAI)
Observation
Observation is recognized as a technique of evaluating various aspects of overt/external human
behavior in &controlled or uncontrolled situations and thus occupies an important place in
descriptive educational research. This has little concern with what a respondent reports about
himself or says in an interview. Since this technique provided for classification and records of
certain happenings in real life situations, by one or more persons, it is termed as an objective

4. technique. Its applicability ranges from most casual experiences to sophisticated laboratory
experimentations.
Observation may be of two types - (i) participant and (ii) non-participant.
Participant Observation: In participant observation, the observer becomes more or less one of
the group which is under observation. The observer has a dual role to play. He/She may share the
situation as a visiting stranger, an attentive listener, an eager learner or as a full-fledged participant
observer. This kind of 0bseNation yields very flexible and more reliable results. It helps in
disclosing minute, delicate and hidden facts more economically.
Non-participants Observation: In non-participant observation, the observer takes a position so
that his presence is not disturbing the group. Non-participant observation helps in recording and
studying the behavior of a particular person or group in detail, in a given situation, or some specific
characteristic of the group under observation. This technique is most useful in case of infants,
children or abnormal persons.
Observations are also classified as structured and unstructured.
Structured observations are much too formal and provide systematic data on a predetermined
criteria under controlled situations. Interaction analysis of classroom verbal behavior is an example
of structured observation. In interaction analysis (Flanders System) teachers' classroom behavior
is continuously recorded in terms of teacher Talk, Pupil Talk. Silence and Confusion at intervals
of 3 seconds in terms of the code numbers assigned to 10 possible categories of verbal behavior.
The sequence thus obtained is then analyzed and interpreted for providing feedback to teachers for
affecting improvements. Unstructured observation is mainly associated with participant
observation in which the observer considers aspects of behavior in terms of their content or
situations of which they are a part.
Peer Rating
Through peer ratings, certain personality trait of the subject are revealed through his preference
for and against certain contacts with others. Rating of an individual’s behavior by his peers provide
a sort of objective assessment of his reactions to situation which he confronts in his own life. Peer
ratings help to place the individual and his social inter-relationship more realistically. It is,
therefore, an approach to the problem of studying interpersonal relationships and the socio-
emotional climate of a classroom. This technique plays an important role in revealing and
evaluating the social structure of the group through the measurement of the frequency of
acceptance or non-acceptance among the individuals who constitute the group. The technique is
most commonly referred to as sociometry.
Criteria of Peer Ratings
Peer rating (sociometric tests) may be devised for many types of 'groups and situations. Main
considerations are that each one must be relevant to a specific life situation of the group, and each
item or question must require each person in the group to make one or more definite selection

5. revealing certain personal preference, rejection or value. The technique allows analysis of each
person's position and status within the group with respect to a particular criterion.
Some examples of criterion employed for peer ratings are as follows:
 Guess who is the best liked boy in the class?
 Who is the most generous boy?
 Who is the most selfish boy? Etc.
 Select one of your colleagues you would most like as friend or partner in a particular
activity.
 Name the pupil in your class with whom you would most like to sit at lunch; name second
choice, name the two persons in order of preference, etc.
 Identification of persons possessing certain specified traits such as the opposites - "talkative
- silent", "neat-unkempt".
 Identification of dominant individuals, cliques, cleavages (sex; racial, economic, etc.) and
patterns of social attraction and rejection.
 Opinion test through "word pictures".
Teacher’s Appraisal/Evaluation by students
Need for Student Evaluation of Teachers
You would agree that students happen to be a really good source of information about teacher
quality as they are the group of people with whom teachers work directly and spend most of their
time. Important, useful and reliable data can be obtained through student reports about teacher
performance. It is sad but true that whenever we think of teacher evaluation we tend to not consider
students as a source of teacher development. If we collect evidence more thoroughly from students,
we could get better clues about what and how to improve; students are good sources of information
about their teachers because they know their own situation well, have observed a number of
motivation in the classroom, opportunity for learning, degree of rapport and communication
developed between teacher and student and classroom equity. The availability of a large number
of students as reporters provides high reliability for evaluating many types of teacher
performances.
The quality of educational services depends ultimately on the quality of the people who provide
them. Teachers comprise a major force in the school system. The quality of teachers has, therefore,
a direct bearing on the quality of education imparted in our schools. It is not at all unreasonable
that increasingly educated public should expect teachers to be accountable for performance of

6. school and students. Therefore, teacher evaluation or appraisal is high on education agenda and is
of considerable concern to teachers.
The reason for a management's intention to introduce formal appraisal procedures seems to arise
from the growth of concern for public accountability. Public interest in education all-around us is
strong and definitely legitimate. It has to be satisfied under all circumstances
The time has come when positive efforts have to be made to involve students directly in the process
of teacher evaluation. Student’s perspectives on teachers go a long way in making teacher-
evaluation more objective and worthwhile. Apart from indicating this extent of effectiveness or
otherwise of teacher, student evaluation of teachers provides feedback on how teachers can be
effective.
But now you must have understood the pressing need for teacher evaluation in today's educational
scenario. Let's try to understand the need of student rating of teachers, different tools which can
be used for evaluation.