Evaluation of classroom instruction

CATHERINE T. AÑANO (Presenter)
EVALUATION OF
CLASSROOM
INSTRUCTION

Types of Evaluation
Formative Evaluation
Summative Evaluation

Types of Evaluation
Formative Evaluation
- used to determine the effectiveness of
the delivery of instruction that will serve
as the basis for improvement
- benchmarking for professional growth
(Marczely, 2001)

Types of Evaluation
Summative Evaluation
- used for making administrative
decisions (promotion, hiring, merit pay,
grant of tenure, reassignment, and
even dismissal)

Why Do We Need To Evaluate
Classroom Instruction?

Why Do We Need To Evaluate
Classroom Instruction?
1. To help the instructional supervisor know how
to assist teachers in their work;
2. To assess the quality of instruction;
3. To monitor teacher’s progress in instruction;
and,
4. To serve as a basis for administrative decision-
making.

Dimensions of Effective
Teaching
1. Hall (1998)
 Knowledge and understanding of the subjects being
taught;
 Setting high expectations to challenge the learners;
 Planning effectively;
 Employing strategies that match not only the needs of
the learner but also the curricular objectives; and,
 Managing the learners well to avoid disciplinary
problems in the classroom.

Teaching
2. Moore (1998)
 Reflective thinking
 Decision-making
 Planning
 Communicating
 Systematic Evaluation

Teaching
3. Eggen and Kauchak (2001)
 Analyzing
 Synthesizing
 Evaluating
 Problem-solving

Reyes, 2002
A CONTINUUM MODEL OF
“ART AND SCIENCE”

A CONTINUUM MODEL OF
“ART AND SCIENCE”
1. Expert Teaching
o Subject matter
expertise
o Classroom
management
expertise
o Instructional expertise
o Diagnostic expertise
o Rational expertise
2. Responsible
Teaching
o Learner-centered
teaching
o Skills in developing
students’ responsibility
for learning
o Skills in values
integration

A PYRAMIDAL MODEL OF TEACHING
EXPERTISE IN PHILIPPINE HIGHER
EDUCATION

CATEGORIES FOR EVALUATION
1. Content-related
2. Instruction-related
3. Climate-related
4. Classroom management-related

Teaching Competencies
1. Communication skills
2. Knowledge of a variety of teaching strategies
3. Skills in planning and organizing
4. Mastery of subject matter
5. Skills in assessing the outcomes of learning
6. Skills in classroom management
7. Attitudes that foster learning

Simonds (2001) argues that:
 communication plays an important role in instruction
 involves the use of verbal and non-verbal language to
stimulate and maintain student interest, as well as facilitate
the teaching-learning process
 establish a climate conducive to learning
 use to manage student behavior
 tool for mediating, negotiating, and resolving conflicts in the
classroom

Callahan and Clark (1988) maintain that the use of questions is
one of the most important teaching techniques. Thus, it is necessary
for teachers to develop good questioning techniques as an essential
communication tool. It enables the teacher to:
 assess students’ progress
 stimulates thinking
 emphasize key points
 motivates students to pay attention
Christenbury (2000) said that one vital aspect of communication
is listening.

2. Knowledge of a variety of teaching strategies (Instructional Skills)
Instructional skills pertain to the ability of the teacher to use a repertoire
of instructional strategies that lead the students to be involved
actively in the learning process (Danielson and McGreal, 2000).
Instructional skills are demonstrated by competent teachers through:
 the application of motivation and presentation strategies suited to
the topic and class level
 use of appropriate instructional materials
 selection of pacing of learning activities that sustains students’
interest
 ease in explaining difficult concepts by using simple terms
 the art of questioning

3. Skills in planning and organizing (planning)
 The organization of content, materials, and
methods of classroom instruction requires careful
planning.
4. Mastery of subject matter (content)
 Teachers are expected to be expert on the
subject matter being taught
 Teachers should be well-versed about the topic
under discussion
 A common reminder to teachers is to make sure
that s/he is not only one chapter ahead of the
students but several books ahead, instead.

4. Skills in assessing the outcomes of learning
(evaluation of learning)
 The teacher can use the evaluation results to
determine whether the concepts and skills
emphasized during instruction were
understood or not.
 Evaluation results can be used as bases for
improving instruction through further
clarification, additional explanation, or
sometimes re-teaching.

5. Skills in classroom management (classroom
discipline)
According to Kounin instructional
management (California State University,
Chico, 2005), classroom management
includes all of the things a teacher does in
pursuit of two important objectives:
 To foster student involvement and
cooperation in all classroom activities
 To establish a productive working environment
in the classroom

6. Attitudes that foster/promote learning
(personality)
Suggested attitudes and behaviors of the
teachers that promote learning, and create
proper climate in the classroom:
 High expectations
 Enthusiasm
 Concern for children
 Openness to student inquiry
 Fairness
 Humor
 Sensitivity to the needs and concerns of students
 Decisiveness

Sources:
Book:
Bago, A. L. (2008). Supervision of Instruction (The Philippine Perspective).
Quezon City: C & E Publishing, Inc.
Website:
Copia, J. S. (2011). Scribd, Inc. Retrieved July 11, 2012, from Scribd, Inc.
Website: http://www.scribd.com/doc/60641943/CHAPTER-4-Evaluation-of-
Classroom-Instruction-Joy

Evaluation of classroom instruction

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