Professional Documents
Culture Documents
http://neatoday.org/2013/03/25/how-do-high-performing-nations-evaluateteachers/
Or as Hong Kong Professor Kai-Ming Cheng noted, successful evaluation will
help teachers think about students, and unsuccessful evaluation will make them
think about themselves and their career.
http://www.smetoolkit.org/smetoolkit/en/content/en/376/Tips-for-PerformanceAppraisal
Provide employees with relevant feedback. Vague, generalized or subjective evaluations may
lead to litigation.
Give the employee an opportunity to comment on or dispute the performance appraisal. This
will support the fact that you provided the employee with notice.
Train supervisors how to evaluate employee performance and how to administer the
company's appraisal system.
Establish a review audit system to prevent manager bias or personal feelings from impacting
on the appraisal.
Develop written policy statements approving only a specified procedure for conducting
appraisals.
Document through performance files as well as job-related testing, rating systems, appraisal
forms and signed memoranda.
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http://www.smetoolkit.org/smetoolkit/en/content/en/376/Tips-for-PerformanceAppraisal#sthash.YyVMPD05.dpuf
Provide employees with relevant feedback. Vague, generalized or subjective evaluations may
lead to litigation.
Give the employee an opportunity to comment on or dispute the performance appraisal. This
will support the fact that you provided the employee with notice.
Train supervisors how to evaluate employee performance and how to administer the
company's appraisal system.
Establish a review audit system to prevent manager bias or personal feelings from impacting
on the appraisal.
Develop written policy statements approving only a specified procedure for conducting
appraisals.
Document through performance files as well as job-related testing, rating systems, appraisal
forms and signed memoranda.
and expectations
Share honest and useful feedback
with JHs
Meet JHs regularly to share feedback
on how they have progressed
throughout the year
Donts
Use separate school-based appraisal
forms
Ask JHs to include their schools entire
strategic thrust in their plans just
select what is relevant to their work
Rely on matrices solely to quantify
JHs performance assessment of
JHs should be a holistic process
that is contextualised to their
work outcomes
http://www.oecd.org/site/eduistp13/TS2013%20Background%20Report.pdf
http://www.edu.gov.on.ca/eng/teacher/pdfs/tpa_manual_english_september2010l.
pdf
http://www.edu.gov.on.ca/eng/teacher/appraise.html
http://education.purduecal.edu/Vockell/EdPsyBook/Edpsy2/edpsy2_direct.htm
Abstract
One hundred thirty-seven students in 12th grade physics classes participated in a quasiexperimental study comparing the jigsaw classroom method of cooperative instruction with
traditional direct instruction. While no differences were found between the two conditions for
physics achievement gains, the results revealed differences in students' experience of the
three basic needs (autonomy, competence, and social relatedness as posited by selfdetermination theory of learning), in self-reported cognitive activation, and in degree of
intrinsic motivation. Path analyses showed that the basic needs partially mediated the effects
of method of instruction on cognitive activation and intrinsic motivation. Increases in feelings
of competence with cooperative learning were associated with better performance in physics.
When controlling for competence, however, direct instruction had a facilitating effect on
physics performance. Four aspects of students' personal learning characteristics (previous
knowledge, academic self-concept in physics, academic goal orientation, uncertainty
orientation) were assessed. Method of instruction was found to interact with self-concept:
students with low academic self-concept profited more from cooperative instruction than
from direct instruction because they experienced a feeling of greater competence.