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الأربعاء، 2 نوفمبر 2016

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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.


https://www.assoc-amazon.com/e/ir?t=hubpages0c57f-20&l=am2&o=1&a=09823127331. A good teacher prepares Work Plans at the beginning of the term or semester
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.