RESEARCHING TEACHER SELF-EVALUATION PRACTICES OF COLLEGE ENGLISH TEACHERS IN INDONESIA

As in many international contexts, teacher evaluation occurs in universities in Indonesia through questionnaires, which the students are required to complete about their courses and their teachers’ performance. Unfortunately, many teachers do not use the result of that questionnaire as a source of feedback for their teaching improvement and personal development. Moreover, student feedback, by itself, is not sufficient to help teachers improve and, in any event, this evaluation is only used by the institution for purposes of performance review (Wesner, 2007). As a result, a great number of English teachers in Indonesia do not feel satisfied with this kind of summative/evaluative evaluation (Limantoro, 2003). Therefore, teachers in Indonesia have to rely on their own initiative if they wish to improve their teaching performance. Teacher self-evaluation appears to be a promising way to help English teachers in Indonesia to do self-learning to develop their teaching effectiveness. Unfortunately, the concept of teacher-self evaluation is still something new in the Indonesian schools setting (Zulfikar, 2009). The aim of this study is to analyze the challenges and the opportunities for introducing teacher self-evaluation to teachers in Indonesia, particularly English college teachers. This study uses case study as the research design. Nine college English teachers in a private university in Indonesia, who are varied in term of gender and teaching experience, are invited to take part in this study. The participants are encouraged to use audio-video recording, teacher self-reflection questions, student feedback, and action research as teacher self-evaluation instruments. Interview, focus group discussion, observation, and document analysis are used as the research instruments. The data show that teacher self-evaluation assists the teachers to see the strengths and limitations in their instructional practice so that they can make some changes in their teaching to produce better teaching and learning outcomes. Focus group discussions as a part of collaborative action research enable teachers to implement new teaching techniques in their class as the result of sharing with other teachers. The challenges in implementing teacher self-evaluation are divided into two aspects: internal and external. The internal aspect includes the self-awareness and time availability, whereas the external factor includes facility availability and lack of support and control from institution. Since there is limited research about the practice of teacher self-evaluation in Indonesia, this study increases the scholarly literature on teacher self-evaluation which is more sensitive to contextual differences in Indonesia education

The teaching evaluation in the university: Views of the students

Este trabajo pretende contribuir a una mejor comprensión del proceso de evaluación del desempeño docente en el contexto universitario, evidenciando la inoperancia y poca validez del cuestionario como mecanismo para el perfeccionamiento de la educación superior. El artículo tiene como propósito analizar las perspectivas de los alumnos de licenciatura (pregrado) respecto al cuestionario de opinión con el que valoran periódicamente el desempeño de sus profesores, para juzgar su pertinencia y utilidad como instrumento de evaluación. Se trata de una investigación de corte cualitativo mediante la modalidad de estudio de casos. El caso estuvo representado por las Unidades Xochimilco y Cuajimalpa de la Universidad Autónoma Metropolitana (UAM). La perspectiva teórica de la evaluación docente también se sitúa en un marco de evaluación cualitativa y comprensiva. Los resultados se agrupan en tres bloques referidos al cuestionario de evaluación docente que los alumnos responden: 1) opiniones del alumnado sobre el cuestionario, 2) usos de los resultados de la evaluación docente, y 3) propuesta para evaluar el desempeño docente. Entre las conclusiones se destaca que el proceso de evaluación está asociado de forma prioritaria con el otorgamiento de estímulos económicos a los profesores y tangencialmente con la mejora de la calidad de la enseñanza. Esta situación discrepa con una visión muy extendida que vincula los resultados de la evaluación docente con el mejoramiento de la educaciónThe purpose of this paper is to contribute to a better understanding of the process of evaluation of teaching performance in the university context, evidencing the ineffectiveness and poor validity of the questionnaire as a mechanism for the improvement of higher education. The paper analyzes the perspectives of undergraduate students about a questionnaire with which they periodically assess the performance of their professors, to judge their relevance and usefulness as an evaluation tool. It is a qualitative research through the case study modality. The case was represented by the Xochimilco and Cuajimalpa Units of the Autonomous Metropolitan University (UAM). The theoretical perspective of teacher evaluation is also placed in a framework of qualitative and comprehensive evaluation. The results are grouped into three blocks referring to the teacher evaluation questionnaire that the students answer: 1) student opinions on the questionnaire, 2) uses of the results of the teacher evaluation, and 3) proposal to evaluate the teaching performance. Among the conclusions, it is emphasized that the evaluation process is associated in a priority way with the granting of economic stimuli to teachers and tangentially with the improvement of the quality of teaching. This situation disagrees with a very extended vision that links the results of the teacher evaluation with the improvement of educatio

Teaching innovation project: Formative and shared assessment in education. Results of knowledge transfer between university and school

En este trabajo presentamos el desarrollo del Proyecto de Innovación Docente (PID) “La evaluación Formativa y compartida en educación. Transferencia de conocimiento entre Universidad y Escuela”, desarrollado en la Universidad de Valladolid. Hemos desarrollado un estudio de caso analizando la doble vía de transferencia de conocimiento: de la universidad a la escuela y de la escuela a la universidad. Para ello se han organizado dos líneas de intervención: (a) desarrollo de Proyectos de Aprendizaje Tutorados, periodos de Prácticum, Trabajos Fin de Grado, Trabajos Fin de Máster y Tesis Doctorales; (b) desarrollo un seminario internivelar sobre Evaluación Formativa y Compartida, como actividad de formación permanente para el profesorado de todas las etapas educativas, desde educación infantil hasta la universidad. Hemos obtenido como resultados ventajas, inconvenientes y propuestas de mejora para cursos posteriores desde el punto de vista del aprendizaje del alumno, la docencia del maestro y el propio proceso de enseñanza y aprendizajeIn this work we present the development of the Teaching Innovation Project (TIP) "The Formative and shared assessment in education. Transfer of knowledge between University and School ", developed at the University of Valladolid, specifically in the Faculty of Education of Segovia. We have developed a case study analyzing the double way of knowledge transfer: from the university to the school and from the school to the university. To this end, two lines of intervention have been organized: (a) the development of Tutored Learning Projects, internship periods, Final Degree Projects, Master's Thesis and Doctoral Theses; (b) the development of an inter-classroom seminar on Formative and Shared Evaluation, as a permanent training activity for teachers in all stages of education, from early childhood education to university. We have obtained as a result advantages, disadvantages and proposals for improvement for later courses from the point of view of student learning, teacher teaching and the teaching and learning process itsel

Research-based Instructional Strategies in second-year Physics: A case study

Research-Based Instructional Strategies (RBIS) have proven advantageous in improving students’ learning in physics (Hake, 1998) and in STEM more generally (Freeman et al., 2014) in higher education, with most work having focused on the first-year university level. Despite the advantages of RBIS over traditional teaching methods, the uptake in higher education has been slow (Henderson et al., 2012). Factors found to impact the uptake of RBIS include time (Dancy & Henderson, 2010) and faculty workload and incentives (Walczyk et al., 2007). Therefore, further study is called for to figure out how these factors interact with educational culture and structure affecting the effort to increase the uptake of RBIS in higher-year physics courses. CONTEXT AND AIMS In 2021, RBIS was implemented in half of the second-year Quantum Physics course at University of New South Wales (UNSW), while the other half retained the use of traditional teaching methods. This occurred due to a co-teaching format used in higher-year physics courses where each lecturer independently chooses their preferred teaching method. Several extensive changes since 2019 impacted lecturers’ decisions on course design and teaching methods: a shift from semesters to terms (UNSW 3+), online emergency mode during COVID-19, and hybrid mode in returning to normalcy. I will present a case study on how different factors such as external events, time, workload, and incentives, along with a unique education system, affect the choice and employment of RBIS and the perception of both lecturers and students in the Quantum Physics course. The study explores (i) how and why the course structure changed in the period 2019–2023, with particular emphasis on the shift to using RBIS, (ii) how students perceive the teaching methods used in the course, and (iii) how lecturers navigate their workload, time and incentives to teaching the course and what impact this has on the sustainability of using RBIS. METHODS & RESULTS Data were collected through the Quantum Physics course evaluation surveys from 2019–2023, a questionnaire exploring students’ perception of teaching methods employed in the Quantum Physics course in 2023, and interviews with course lecturers in 2023. Thematic analysis and descriptive statistics were used to analyze the qualitative and quantitative data respectively. Preliminary results reveal that several RBIS were incorporated by the lecturers, including flipped classrooms, Just-In-Time Teaching, and peer discussion. Student perception scores of the course structure from the course evaluation surveys show a steady increase each year from 4.4 in 2019 to 4.9 in 2023. Lecturers discussed a variety of benefits and challenges of using RBIS, which implicated a range of other factors such as established working patterns and available support. RBIS exhibited a promising quality improvement of instruction in higher-year courses but is unlikely to be sustained unless the complex nature of higher education is taken into consideration. REFERENCES Dancy, M., & Henderson, C. (2010). Pedagogical practices and instructional change of physics faculty. American Journal of Physics, 78(10), 1056–1063. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111 Hake, R. R. (1998). Interactive-engagement methods in introductory mechanics courses*. Physics Education Research, 74, 64–74. Henderson, C., Dancy, M., & Niewiadomska-Bugaj, M. (2012). Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process? Physical Review Special Topics - Physics Education Research, 8(2). Walczyk, J. J., Ramsey, L. L., & Zha, P. (2007). Obstacles to instructional innovation according to college science and mathematics faculty. Journal of Research in Science Teaching, 44(1), 85–106

Who is learning what from student evaluations of teaching?

Student evaluations of teaching (or SET) through anonymous survey forms are a consistent practice in higher education across the world yet research results vary considerably as to the reliability, validity and efficacy of SET. Nonetheless, the widespread use of SET for promotion and tenure decisions ensures that these results are high stakes for tertiary staff. The tension between the purposes of SET (to supposedly improve teaching) and the ramifications of SET results are explored. Staff and students tend to hold very different views of SET and the issue of maintaining high academic standards can be at risk. However, SET can be used as an opportunity for staff and students to work together on issues in teaching and learning that enhance quality for all concerned

Rethinking Teacher Evaluation in Chicago

Presents findings from the Excellence in Teaching Pilot, which included training and support, classroom observations, and feedback in principal-teacher conferences. Examines implementation issues and the validity and reliability of observation ratings

Feedback for Better Teaching: Nine Principles for Using Measures of Effective Teaching

It is very hard to support effective teaching without good information about actual teaching practice. The MET project has sought to build and test measures of effective teaching so that school systems can clearly understand and then close the gap between their expectations for effective teaching and the actual teaching occurring in classrooms.But good information is hard to produce. It requires the right measures, the right measurement processes, strong communications, and an awareness of how information can be distorted. When given the right type of attention, measures can help set expectations and align effort. It will require care and attention for teacher evaluation measures to serve both professional development and accountability purposes. To help states and districts navigate the work of implementing feedback and evaluation systems that support teachers, we offer nine guiding principles based on three years' of study, observation, and collaboration with districts. Our prior reports tested, and ultimately supported, the claim that measures of teaching effectiveness could be valid and reliable. These principles, explained on the following pages, fall into three overarching imperatives, as shown in Figure 1: Measure Effective Teaching; Ensure High-Quality Data; and Invest in Improvement. Note the cyclical presentation. Well-designed evaluation systems will continually improve over time