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كفايات المعلمين
Standards for Teacher Competence in Educational Assessment of Students
The professional education associations began working in 1987 to develop standards for teacher competence in student assessment out of concern that the potential educational benefits of student assessments be fully realized. The Committee[1] appointed to this project completed its work in 1990 following reviews of earlier drafts by members of the measurement, teaching, and teacher preparation and certification communities. Parallel committees of affected associations are encouraged to develop similar statements of qualifications for school administrators, counselors, testing directors, supervisors, and other educators in the near future. These statements are intended to guide the preservice and inservice preparation of educators, the accreditation of preparation programs, and the future certification of all educators.
A standard is defined
here as a principle generally accepted by the professional associations
responsible for this document. Assessment is defined as the process of
obtaining information that is used to make educational decisions about
students, to give feedback to the student about his or her progress, strengths,
and weaknesses, to judge instructional effectiveness and curricular adequacy,
and to inform policy. The various assessment techniques include, but are not
limited to, formal and informal observation, qualitative analysis of pupil
performance and products, paper-and-pencil tests, oral questioning, and
analysis of student records. The assessment competencies included here are the
knowledge and skills critical to a teacher's role as educator. It is understood
that there are many competencies beyond assessment competencies which teachers
must possess.
By establishing
standards for teacher competence in student assessment, the associations
subscribe to the view that student assessment is an essential part of teaching
and that good teaching cannot exist without good student assessment. Training
to develop the competencies covered in the standards should be an integral part
of preservice preparation. Further, such assessment training should be widely
available to practicing teachers through staff development programs at the
district and building levels.
The standards are
intended for use as:
a guide for teacher
educators as they design and approve programs for teacher preparation
a self-assessment
guide for teachers in identifying their needs for professional development in
student assessment
a guide for workshop
instructors as they design professional development experiences for in-service
teachers
an impetus for
educational measurement specialists and teacher trainers to conceptualize
student assessment and teacher training in student assessment more broadly than
has been the case in the past.
The standards should
be incorporated into future teacher training and certification programs.
Teachers who have not had the preparation these standards imply should have the
opportunity and support to develop these competencies before the standards
enter into the evaluation of these teachers.
The Approach Used To
Develop The Standards
The members of the
associations that supported this work are professional educators involved in
teaching, teacher education, and student assessment. Members of these
associations are concerned about the inadequacy with which teachers are
prepared for assessing the educational progress of their students, and thus
sought to address this concern effectively. A committee named by the
associations first met in September 1987 and affirmed its commitment to
defining standards for teacher preparation in student assessment. The committee
then undertook a review of the research literature to identify needs in student
assessment, current levels of teacher training in student assessment, areas of
teacher activities requiring competence in using assessments, and current
levels of teacher competence in student assessment.
The members of the
committee used their collective experience and expertise to formulate and then
revise statements of important assessment competencies. Drafts of these
competencies went through several revisions by the Committee before the
standards were released for public review. Comments by reviewers from each of
the associations were then used to prepare a final statement.
The Scope of a
Teacher's Professional Role and Responsibilities for Student Assessment
There are seven standards in this document. In recognizing the critical need to revitalize classroom assessment, some standards focus on classroom-based competencies. Because of teachers' growing roles in education and policy decisions beyond the classroom, other standards address assessment competencies underlying teacher participation in decisions related to assessment at the school, district, state, and national levels.
The scope of a
teacher's professional role and responsibilities for student assessment may be
described in terms of the following activities. These activities imply that
teachers need competence in student assessment and sufficient time and
resources to complete them in a professional manner.
Activities Occurring
Prior to Instruction
(a) Understanding
students' cultural backgrounds, interests, skills, and abilities as they apply
across a range of learning domains and/or subject areas;
(b) understanding
students' motivations and their interests in specific class content;
(c) clarifying and
articulating the performance outcomes expected of pupils; and
(d) planning
instruction for individuals or groups of students.
Activities Occurring
During Instruction
(a) Monitoring pupil
progress toward instructional goals;
(b) identifying gains
and difficulties pupils are experiencing in learning and performing;
(c) adjusting
instruction;
(d) giving contingent,
specific, and credible praise and feedback;
(e) motivating
students to learn; and
(f) judging the extent
of pupil attainment of instructional outcomes.
Activities Occurring
After The Appropriate Instructional Segment (e.g. lesson, class, semester,
grade)
(a) Describing the
extent to which each pupil has attained both short- and long-term instructional
goals;
(b) communicating
strengths and weaknesses based on assessment results to students, and parents
or guardians;
(c) recording and
reporting assessment results for school-level analysis, evaluation, and
decision-making;
(d) analyzing
assessment information gathered before and during instruction to understand
each students' progress to date and to inform future instructional planning;
(e) evaluating the
effectiveness of instruction; and
(f) evaluating the
effectiveness of the curriculum and materials in use.
Activities Associated
With a Teacher's Involvement in School Building and School District
Decision-Making
(a) Serving on a
school or district committee examining the school's and district's strengths
and weaknesses in the development of its students;
(b) working on the
development or selection of assessment methods for school building or school
district use;
(c) evaluating school
district curriculum; and
(d) other related
activities.
Activities Associated
With a Teacher's Involvement in a Wider Community of Educators
(a) Serving on a state
committee asked to develop learning goals and associated assessment methods;
(b) participating in
reviews of the appropriateness of district, state, or national student goals
and associated assessment methods; and
(c) interpreting the
results of state and national student assessment programs.
Each standard that
follows is an expectation for assessment knowledge or skill that a teacher
should possess in order to perform well in the five areas just described. As a
set, the standards call on teachers to demonstrate skill at selecting,
developing, applying, using, communicating, and evaluating student assessment
information and student assessment practices. A brief rationale and
illustrative behaviors follow each standard.
The standards
represent a conceptual framework or scaffolding from which specific skills can
be derived. Work to make these standards operational will be needed even after
they have been published. It is also expected that experience in the
application of these standards should lead to their improvement and further
development.
Standards for Teacher
Competence in Educational Assessment of Students
1. Teachers
should be skilled in choosing assessment methods appropriate for instructional
decisions.
Skills in choosing
appropriate, useful, administratively convenient, technically adequate, and
fair assessment methods are prerequisite to good use of information to support
instructional decisions. Teachers need to be well-acquainted with the kinds of
information provided by a broad range of assessment alternatives and their
strengths and weaknesses. In particular, they should be familiar with criteria
for evaluating and selecting assessment methods in light of instructional
plans.
Teachers who meet this
standard will have the conceptual and application skills that follow. They will
be able to use the concepts of assessment error and validity when developing or
selecting their approaches to classroom assessment of students. They will
understand how valid assessment data can support instructional activities such
as providing appropriate feedback to students, diagnosing group and individual
learning needs, planning for individualized educational programs, motivating
students, and evaluating instructional procedures. They will understand how
invalid information can affect instructional decisions about students. They
will also be able to use and evaluate assessment options available to them,
considering among other things, the cultural, social, economic, and language
backgrounds of students. They will be aware that different assessment
approaches can be incompatible with certain instructional goals and may impact
quite differently on their teaching.
Teachers will know,
for each assessment approach they use, its appropriateness for making decisions
about their pupils. Moreover, teachers will know of where to find information
about and/or reviews of various assessment methods. Assessment options are
diverse and include text- and curriculum-embedded questions and tests,
standardized criterion-referenced and norm-referenced tests, oral questioning,
spontaneous and structured performance assessments, portfolios, exhibitions,
demonstrations, rating scales, writing samples, paper-and-pencil tests,
seatwork and homework, peer- and self-assessments, student records,
observations, questionnaires, interviews, projects, products, and others'
opinions.
2. Teachers
should be skilled in developing assessment methods appropriate for
instructional decisions.
While teachers often
use published or other external assessment tools, the bulk of the assessment
information they use for decision-making comes from approaches they create and
implement. Indeed, the assessment demands of the classroom go well beyond
readily available instruments.
Teachers who meet this
standard will have the conceptual and application skills that follow. Teachers
will be skilled in planning the collection of information that facilitates the
decisions they will make. They will know and follow appropriate principles for
developing and using assessment methods in their teaching, avoiding common
pitfalls in student assessment. Such techniques may include several of the
options listed at the end of the first standard. The teacher will select the
techniques which are appropriate to the intent of the teacher's instruction.
Teachers meeting this
standard will also be skilled in using student data to analyze the quality of
each assessment technique they use. Since most teachers do not have access to
assessment specialists, they must be prepared to do these analyses themselves.
3. The teacher
should be skilled in administering, scoring and interpreting the results of
both externally-produced and teacher-produced assessment methods.
It is not enough that
teachers are able to select and develop good assessment methods; they must also
be able to apply them properly. Teachers should be skilled in administering,
scoring, and interpreting results from diverse assessment methods.
Teachers who meet this
standard will have the conceptual and application skills that follow. They will
be skilled in interpreting informal and formal teacher-produced assessment
results, including pupils' performances in class and on homework assignments.
Teachers will be able to use guides for scoring essay questions and projects,
stencils for scoring response-choice questions, and scales for rating
performance assessments. They will be able to use these in ways that produce
consistent results.
Teachers will be able
to administer standardized achievement tests and be able to interpret the
commonly reported scores: percentile ranks, percentile band scores, standard
scores, and grade equivalents. They will have a conceptual understanding of the
summary indexes commonly reported with assessment results: measures of central
tendency, dispersion, relationships, reliability, and errors of measurement.
Teachers will be able
to apply these concepts of score and summary indices in ways that enhance their
use of the assessments that they develop. They will be able to analyze
assessment results to identify pupils' strengths and errors. If they get
inconsistent results, they will seek other explanations for the discrepancy or
other data to attempt to resolve the uncertainty before arriving at a decision.
They will be able to use assessment methods in ways that encourage students'
educational development and that do not inappropriately increase students'
anxiety levels.
4. Teachers
should be skilled in using assessment results when making decisions about
individual students, planning teaching, developing curriculum, and school
improvement.
Assessment results are
used to make educational decisions at several levels: in the classroom about
students, in the community about a school and a school district, and in
society, generally, about the purposes and outcomes of the educational
enterprise. Teachers play a vital role when participating in decision-making at
each of these levels and must be able to use assessment results effectively.
Teachers who meet this
standard will have the conceptual and application skills that follow. They will
be able to use accumulated assessment information to organize a sound
instructional plan for facilitating students' educational development. When
using assessment results to plan and/or evaluate instruction and curriculum,
teachers will interpret the results correctly and avoid common
misinterpretations, such as basing decisions on scores that lack curriculum
validity. They will be informed about the results of local, regional, state,
and national assessments and about their appropriate use for pupil, classroom,
school, district, state, and national educational improvement.
5. Teachers
should be skilled in developing valid pupil grading procedures which use pupil
assessments.
Grading students is an
important part of professional practice for teachers. Grading is defined as
indicating both a student's level of performance and a teacher's valuing of
that performance. The principles for using assessments to obtain valid grades
are known and teachers should employ them.
Teachers who meet this
standard will have the conceptual and application skills that follow. They will
be able to devise, implement, and explain a procedure for developing grades composed
of marks from various assignments, projects, inclass activities, quizzes,
tests, and/or other assessments that they may use. Teachers will understand and
be able to articulate why the grades they assign are rational, justified, and
fair, acknowledging that such grades reflect their preferences and judgments.
Teachers will be able to recognize and to avoid faulty grading procedures such
as using grades as punishment. They will be able to evaluate and to modify
their grading procedures in order to improve the validity of the
interpretations made from them about students' attainments.
6. Teachers
should be skilled in communicating assessment results to students, parents,
other lay audiences, and other educators.
Teachers must
routinely report assessment results to students and to parents or guardians. In
addition, they are frequently asked to report or to discuss assessment results
with other educators and with diverse lay audiences. If the results are not
communicated effectively, they may be misused or not used. To communicate
effectively with others on matters of student assessment, teachers must be able
to use assessment terminology appropriately and must be able to articulate the
meaning, limitations, and implications of assessment results. Furthermore,
teachers will sometimes be in a position that will require them to defend their
own assessment procedures and their interpretations of them. At other times,
teachers may need to help the public to interpret assessment results
appropriately.
Teachers who meet this
standard will have the conceptual and application skills that follow. Teachers
will understand and be able to give appropriate explanations of how the
interpretation of student assessments must be moderated by the student's
socio-economic, cultural, language, and other background factors. Teachers will
be able to explain that assessment results do not imply that such background
factors limit a student's ultimate educational development. They will be able
to communicate to students and to their parents or guardians how they may
assess the student's educational progress. Teachers will understand and be able
to explain the importance of taking measurement errors into account when using
assessments to make decisions about individual students. Teachers will be able
to explain the limitations of different informal and formal assessment methods.
They will be able to explain printed reports of the results of pupil
assessments at the classroom, school district, state, and national levels.
7. Teachers
should be skilled in recognizing unethical, illegal, and otherwise
inappropriate assessment methods and uses of assessment information.
Fairness, the rights
of all concerned, and professional ethical behavior must undergird all student
assessment activities, from the initial planning for and gathering of
information to the interpretation, use, and communication of the results.
Teachers must be well-versed in their own ethical and legal responsibilities in
assessment. In addition, they should also attempt to have the inappropriate
assessment practices of others discontinued whenever they are encountered.
Teachers should also participate with the wider educational community in
defining the limits of appropriate professional behavior in assessment.
Teachers who meet this
standard will have the conceptual and application skills that follow. They will
know those laws and case decisions which affect their classroom, school
district, and state assessment practices. Teachers will be aware that various
assessment procedures can be misused or overused resulting in harmful
consequences such as embarrassing students, violating a student's right to confidentiality,
and inappropriately using students' standardized achievement test scores to
measure teaching effectiveness.
Top 7 Characteristics and Qualities of a Good Teacher
A good teacher affects
eternity; he can never tell where his influence stops.
— Henry Adams
Every teacher wants to
be a good teacher, but what is this myth about being a "good
teacher"? Who is it? What are the characteristics? And how can you become
one?
Teaching jobs are
often lucrative and satisfying for people who love to teach. I am a teacher
too, though I do not think myself as a very good teacher, but I know for one
thing that majority of my students do love me, and I guess this is the point
where good things start to happen.
I was thinking about
what are the characteristics of a good teacher and how can I one. Or which
characteristics and qualities should a good teacher possess? So I came up with
some qualities which I found most relevant for a person involved in a teaching
job. I believe if a teacher possesses the following characteristics and
qualities, he/she can become a very good teacher with large fan base too.
1. Friendliness and
Congeniality
I think the most
important characteristic of a good teacher can have is to be friendly and
congenial with his students. It is a plus if his students can share their
problems with him, without being afraid or hesitant. I think students have
always thoughts of their teachers as their enemies (in a funny sense though
:p). With this mentality, they can never be close to each other, and besides
that how many teachers did you like who were NOT friendly, and were rather
arrogant and rude?
2. A Good Personality
A good teacher has a
very good personality; there is no second thought about it. Students always get
attracted to teachers with good personality which leads to better
communication, understanding, and ultimately good results. Everyone can have a
good, decent, likable, and presentable personality. Just dress sensibly well,
smell good, and be a little gentle and kind. That's all.
3. Deep Knowledge and
a Great Education
Another important
characteristic of a good teacher is his knowledge and own education. There is a
saying that 'a teacher is only as good as his knowledge is.' After
all, he is doing a teacher's job, which is to teach. If he himself lacks in the
knowledge of a certain subject that he teaches, he is never going to make a
name for himself. So, sign up with only that subjects which you have really
good expertise; and it is a moral duty too. Otherwise, it is not worth it.
4. A Good Communicator
One of the very
important characteristics of a good teacher is his communication skills. He
should be a very good speaker. This characteristic will provide benefits in
several ways. For example:
1. If
his communication skills are good, he can convey his lectures with better skill
and results.
2. If
he is a good speaker, his class strength increases automatically. People love
to hear a person who he can speak well enough. There is always a shortage of
good speakers in the world ;)
5. A Good Listener
Apart from being a
good communicator, a good teacher should also have the characteristic of being
an even better listener. As there is Turkish proverb:
"If speaking is
silver; then listening is gold."
Remember, a good
listener will always have many friends and fans. Because people do not want to
hear every time, they need people who can listen to them as well. And when a
good teacher develops this patient quality in himself, he starts to become a
great teacher.
6. A Good Sense of
Humor
A good teacher should
also have the quality and characteristic of having a good sense of humor. It is
a logical fact that a person generally teaches the next generation and as they
are younger than the professor, they are expected to have more fun in the class
too. So, a good teacher is the one who can keep up with his sense of humor, and
with his strong communication skills and personality, can also maintain the
discipline of the class.
7. Kindness
The last but obviously
one of the most important characteristics to have in his box of qualities: he
should be a gentle, kind, chivalrous, and benevolent person. Students should
love him, and when they do love him, they idolize him. Then ultimately, they
will respect him, will do the homework, and eventually will bring greater
outputs and results.
A
good teacher: seven qualities
Qualities of a good
Teacher
For those fortunate enough to have attended a
Teacher Training programme, some of what is said here was covered in the
curriculum. I hope that some of the Seven Tips stated here will rekindle
interest in self improvement so that one becomes the best teacher possible.
Many people who did not intend to be in a teaching career are finding
themselves in charge of students because they have mustered skills that are in
demand. I hope that they too will find something to implement rather urgently
from this post.
I was a teacher in a tertiary institution for
eight years. During that period I came across all the ‘student types’ you can
imagine. Since the teacher population did not change as fast as the Student
population, I cannot claim to have met that many ‘Teacher types.’ However, some
of them had teaching methods that I liked while others had methods I found
wanting. From that experience, I gained a lot about the qualities of a good
teacher and I hope that I made use of the knowledge for the benefit of my
students. Below are seven of the qualities I found to be the most important.

This is a tedious task and a special form
should be acquired. If your school does not supply you with a form, you can
draw your own columns and rows to cover all the weeks in the term. You have to
sit with the syllabus for the term or semester and plan what you want to cover
in the period. This is what you distribute in the weeks. The form should have a
column for stating the objectives and another column for ‘the expected outcome.’
Experienced teachers usually cover the same material year in and year out so it
is not a big deal putting it in writing. It is advisable to break the monotony
of routine by varying this year’s work plans a little from last year’s. In any
case, one is supposed to continue evaluating their methods, so some
improvements should always be an objective when writing work plans. A new
teacher should look for an experienced teacher as a mentor. With a detailed
work plan, you will never appear in a class on a Monday morning unsure of what
to teach.
2. A good teacher prepares Lesson Plans for each
month (week, or day)
A lesson plan depends on the Work plan to
account for the hours that the teacher wants to spend in class. There are
special forms for this purpose, but again you can always make your own. Every
class that you attend should have a lesson plan that also lists the materials
that will be required. These may be books, maps, plain paper, markers, etc.
Leave nothing to chance in a lesson plan.
For example, in a one hour ‘Business studies’
class, the plans might be as follows:
· Greetings and general preparations - First 5
minutes
· Introduction to the subject – 5 minutes
· Introduction to the topic – 5 minutes
· Two examples of the topic - 10 minutes
· Lecture/Notes on the subject – 20 minutes
· Discussion, Questions and answers – 15 minutes
This is an arbitrary example but generally,
you should account for the 60 minutes allocated for that class. When the bell
rings, you will find your effort worth the trouble.
Teachers who go to class without lessons plans
fumble through the lesson and sometimes cover all the material in half the
time. They are then left to rumble on and on, and the bell seems too long in
coming.
3. A good teacher arrives on time
A good teacher arrives at least half an hour
before the class is due. You will be able to retrieve your lesson plans and
gather all the material required without going into a panic. You do not want
rush to class and then have to send a student to get an important book from the
staff room or library. Arriving early and sticking to your lesson plans will
help to reduce interruptions to your class to a minimum.
4. A good teacher has
a sense of humour
Some teachers are so humourless that some
students start to doze in class soon after the lesson starts. In one case, the
students called a certain teacher ‘piriton’ – the antihistamine that causes drowsiness. If you do not
give funny examples in your class and vary the tone of your voice so that it is
not a monotone, your classes will be dreaded. Students look forward to a class
which is managed by a teacher who is serious but has a sense of humour.
5. A good teacher understands the individual
limitations of the students
Some students are good listeners, others are
good note takers, while yet others finish their assignments on time. You will
be lucky to have all your students falling in those categories. While you must
be firm with all your students so that you are not seen to favour some, you
must give consideration to the following types: the slow learner; the
shortsighted; the sickly; the introvert etc.
Allow any of the above categories to see you
individually for further explanation. Always state that you are willing to
explain to anyone one who did not understand the first time. The shy ones will
have the confidence to see you with their problems.
6. A good teacher works as a team player with
fellow teachers
A teacher does not work in isolation. For this reason, schools tend to have a Staff Room where teachers can meet between lessons and bond. Some schools actually send their teachers on bonding outings. In spite of these efforts, some introverted teachers may still remain in a shell, which is not a good thing. Team players listen to each other’s problems and rally behind each other when they are face difficulties from any quarter.
A teacher who is not a team player may be
overwhelmed by any of the following situations:
· Excessive marking of papers and projects –
others may remain aloof and fail to help an overburdened teacher.
· Students may be unruly, or even bully such a
teacher. A team player can always seek the help another assertive teacher to
come to the rescue.
· Parents of some ‘tin god’ students may
victimise such a teacher through siding with their over-privileged children. A
team spirit will ensure that such parents vent their emotions on the whole
school and an individual teacher.
I could go on and on. The advantages of being
a team player are numerous.
7. Finally a good teacher must assess the
effectiveness of his or her teaching.
Though this will be visible in the final examinations that the
students will take, it may be too late to take corrective measures. Corrective
measures to ensure that objectives of the programme are met are best made in
the course of the term or semester.
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