PEER REVIEW OF TEACHING:
One way of evaluating the quality of teaching is direct observation of the teaching by someone competent to evaluate its quality. This is often called peer review of teaching although people other than peers (other teachers) may be competent to evaluate teaching quality (ingvarson and Rowe,2008)
STUDENTS SATISFACTION
Another possibility is to ask students about the quality of their teaching or more commonly their satisfaction with their teaching. Furthermore, students’ perceptions of teaching quality may be conditioned by their expectations, which may differ for different (types) of students (Belanger and Longden, 2009:336).
STUDENTS ATTAINMENT
One possible way of evaluating the quality of teaching is to examine students’ attainment or assessment results. The reasoning is simple: if students are taught well they will perform well in assessment. This is clearly not true in traditional education since many students evidently learn without being able to demonstrate this well in assessment. Ingvarson and Rowe (2008:14) note that ‘Although it seems plausible to use student learning outcomes as a measure of “good teaching” and a basis for measuring teacher quality, the direct relationship between good teaching and learning outcomes is uncertain.
One way of evaluating the quality of teaching is direct observation of the teaching by someone competent to evaluate its quality. This is often called peer review of teaching although people other than peers (other teachers) may be competent to evaluate teaching quality (ingvarson and Rowe,2008)
STUDENTS SATISFACTION
Another possibility is to ask students about the quality of their teaching or more commonly their satisfaction with their teaching. Furthermore, students’ perceptions of teaching quality may be conditioned by their expectations, which may differ for different (types) of students (Belanger and Longden, 2009:336).
STUDENTS ATTAINMENT
One possible way of evaluating the quality of teaching is to examine students’ attainment or assessment results. The reasoning is simple: if students are taught well they will perform well in assessment. This is clearly not true in traditional education since many students evidently learn without being able to demonstrate this well in assessment. Ingvarson and Rowe (2008:14) note that ‘Although it seems plausible to use student learning outcomes as a measure of “good teaching” and a basis for measuring teacher quality, the direct relationship between good teaching and learning outcomes is uncertain.
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