Teacher Assessment

WHAT IS TEACHER ASSESSMENT ?

Teacher assessment is an activity that has taken off in most European countries and beyond (England, Scotland, Ireland, Wales, the United States, New Zealand, Australia, Canada, etc.), including in secondary schools. An issue that in Italy has been the cause of bitter clashes between trade unions and politics, often on ideological grounds on the one hand, and on purely cost-saving grounds on the other.

In Italy, to date, teacher assessment does not exist. The criterion on the basis of which preference is expressed with regard to teachers, that is, the "famous" rankings, is based fundamentally on the criterion of seniority, which has substantial shortcomings, as it is easy to guess. The more years of service the teacher has behind him, the better the quality of his teaching? This is questionable, to say the least.

It is clearly a method based on quantity and not on the quality of teaching. And once the teacher has come to get the permanent position little can be done in those situations where the teaching proposed by the teacher is not working.

What could be the criteria for judging a teacher's work? The assessment of the Principal, tests and interviews, classroom visits of ministerial inspectors and student evaluation for example. Probably the best solution would be to use all these criteria, which alone would fail to be tangible while together they would be effective and give different weights to each. The entire Italian public sector is organized in this way. In other countries, on the other hand, things work differently: in England for example, in addition to an evaluation carried out by the school head himself, who directly has a budget for the institution (unlike in Italy), some productivity bonuses and raises are given to individual teachers. In addition, there are six different progressive pay bands, which are accessed after an evaluation.

WE AT S. FREUD SCHOOL

We believe that teacher assessment done by students is a revelation of an innovative and balanced school system that gives space for students to express themselves about lessons and values those teachers who put in daily the commitment and desire to transmit knowledge and skills on which our educational system is based. What we are proposing to the classes is a questionnaire that will be filled out voluntarily by students on each teacher in their Class Council.

With this project we aim to achieve the following results:

• ensure the opportunity for each professor to directly receive statistically relevant feedback from their students to make any changes or improvements to the lesson;
• to ensure that students have the opportunity to express themselves on the school service they receive from faculty in the full assurance that the judgments made will not be made known to the teachers;
• empower and stimulate students to reflection and self-criticism through the practice of evaluation;
• encourage classroom dialogue between teacher and students through a new tool for dialogue and discussion;
• enhance excellence and highlight shortcomings

This questionnaire will be filled out at the end of the school year .

Partial and total results of the questionnaire will be available for inspection only by the teacher concerned, to whom they will be received anonymously. No teacher will be able to know a student's evaluations.

The teacher may later decide to discuss the results with the class to develop a dialogue on any critical issues found and to enhance the potential of his or her teaching method.

THE QUESTIONNAIRE: TEACHER EVALUATION REPORT CARD

RELATIONSHIP WITH STUDENTS

1. Regardless of your relationship with the subject and the results obtained, was the teacher able to stimulate your interest?
2. Does the teacher succeed in engaging students during lessons?
3. Has the teacher attempted to establish, on your part, a peaceful and constructive climate within the classroom?
4. Does the teacher avoid vindictive or persecutory attitudes toward students?
5. Does the teacher help the student in the progressive attainment of his or her autonomy of judgment?

AVAILABILITY

1. Has the teacher been available to provide any clarifications?
2. Does the teacher listen to the student?
3. Does the teacher respect the student?
4. Does passion and enthusiasm shine through in the teacher?

FAIRNESS OF TREATMENT

1. Does the teacher approach students equally regardless of gender?
2. Does the lecturer approach students fairly and without personal sympathies?
3. DIDACTICS
4. Is the structuring of the lecture satisfactory?
5. How do you rate the evaluation criteria used by the teacher?
6. Are the teacher's evaluation criteria clear?
7. Does the teacher expound topics clearly and effectively?
8. Do the questions in the tests, oral and written, proposed by the teacher appear to be clear and consistent with what is explained?
9. Were the remedial strategies adopted by the teacher satisfactory?
10. Does the teacher accept any further study proposed by the students?

ORGANIZATION

1. How do you rate the homework load required by the teacher?
2. Do the teaching methods (frontal lecture, group work, etc.) adopted by the teacher promote student learning?
3. Does the teacher's teaching method encourage the development of students' critical skills?
4. Is the teacher available to answer any questions students may have?
5. Does the teacher's use of computer tools help student learning?
6. Has the lecturer carried out the programming at an appropriate pace?

PROFESSIONALISM

1. Is the lecturer punctual in returning assignments and reporting grades?
2. Is the lecturer punctual in showing up for class?
3. Is the lecturer impartial in grading?
4. Is the teacher appropriately rigorous in handling discipline in the classroom?

IMPROVEMENT

1. How do you evaluate the usefulness of this questionnaire?

VALUES TO BE ASSIGNED FOR ASSESSMENT:

1= VERY POOR

2= POOR

3= SUFFICIENT

4= GOOD

5= EXCELLENT