Appraisal of teaching learning process by Dr. Shahida Sohail.pptx

education research

1. APPRAISAL OF TEACHING LEARNING PROCESS & CLASSROOM ASSESSMENT By Prof . Dr. Shahida Sohail HOD of Education, Go vt. Graduate College for Women,Gulberg , Lahore

2. What is Appraisal? An appraisal generally refers to evaluation or assessment of something, typically to determine its worth, value, quality, performance or significance. It involves a systematic examination and judgment based on specific criteria or standards.

3. Cont … It assesses achievements, strengths, weaknesses, and areas for improvement . Overall, "appraisal" involves a systematic evaluation process aimed at determining the value, quality, or performance of something based on established criteria or standards.

4. In educational context… Appraisal of teaching - learning process & Appraisal of classroom assessment Appraisal of teaching-learning process and classroom assessment are integral to create an effective learning environment where continuous improvement and students’ success are prioritized.

5. Appraisal of Teaching-Learning Process Appraising teaching-learning process involves systematically evaluating and assessing various components and dynamics of teaching and learning within an educational setting . This appraisal aims to understand and improve effectiv eness of both teaching strategies and learning outcome s.

6. Key aspects involved in appraising teaching-learning process 1. Teacher Evaluation Instructional Methods: Assessing effectiveness of teaching methods, techniques, and strategies used by teachers. Classroom Management: Evaluating how teachers manage classroom environment, including discipline, organization, and promoting a positive learning atmosphere . Teachers’ Knowledge and Skills: Reviewing teacher's subject matter expertise, pedagogical skills, and ability to convey content effectively.

7. 2. Students’ Assessment Academic Performance: Analyzing students’ grades, test scores, and other performance indicators to gauge learning outcomes . Engagement and Participation: Observing and measuring students’ engagement, participation, and motivation in the learning process. Skill Development: Evaluating the development of critical thinking, problem-solving, and other essential skills.

8. 3. Curriculum Evaluation Content Relevance and Rigor : Assessing appropriateness , relevance, and rigor of curriculum to meet educational standards and students’ needs . Alignment with Learning Objectives: Ensuring that the curriculum aligns with the desired learning outcomes and educational goals .

9. Cont … Indicators: a ) Course outlines: Clear and well designed course outlines with course description, course learning outcomes, weekly distribution of topics and relevant assessment questions and scheme, reading list and grading criteria, ethical guidelines, instructions for assignments, etc. b) Reading material: collection of selected texts and list of other sources of information, e-tools, including AI tools. c) Regular feedback and reflection

10. 4. Learning Environment Physical and Technological Resources: Evaluating the availability and adequacy of physical resources (classroom setup, materials) and technological tools that support learning. Support Services: Assessing the effectiveness of support services such as counseling, special education, and c o-curricular activities .

11. Cont … Indicators: a ) Classroom and institutional displays: Displays help create learning environment , reinforcing key concepts and ideas of facilitate creativity for further innovation and creativity. b)Learning landscape: Learning Management System, computers, electronic materials, library etc. c) Special services/offices: Career counseling, Psychological and mental well being centers/facilities/services, financial support system.

12. 5. Feedback Mechanisms Student Feedback : Collecting feedback from students about their learning experiences, understanding of the material, and perceived effectiveness of teaching methods. Peer and Self-Evaluation: Incorporating peer reviews and self-assessment by teachers to promote reflective practices and professional growth.

13. 6. Professional Development Training and Workshops: Evaluating the availability and impact of professional development opportunities for teachers. Continuous Improvement: Assessing the implementation of new teaching strategies and the ongoing improvement efforts by educators .

14. Cont … Indicators : a)CPD Program: Well structured Continuous Professional Development Program are necessary and one of the core indicators of good professional development practices. HEC, PHEC and HED all have programs to train and develop faculty in higher education. b) Quality Enhancement Cell (QEC): QEC is essential to monitor how well teaching and learning process has been structured and improved ensuring quality education through quality teaching and learning.

15. 7. Outcome Analysis Long-term Achievement: Monitoring long-term student success, including graduation rates, college enrollment, and career readiness. Behavioral and Social Outcomes: Evaluating the development of social skills, behavior, and overall student well-being . Indicators: a) Alumni associations: it can sport teaching and learning process by sharing important information about how well graduates were trained and prepared for their chosen fields and how current practices could be improved by making them more relevant. b) Student and Faculty handbooks: handbooks with clear policy guidelines and academic information for teachers and students can further strengthen good practices and inform stakeholders about expected outcomes in terms of level of Knowledge.

16. 8. Institutional Review Policy and Administration: Reviewing institutional policies, administrative support, and leadership effectiveness in fostering a conducive learning environment. Accreditation and Standards: Ensuring compliance with accreditation standards and continuous alignment with educational best practices. Indicators : a) C ondition of Learning S paces: Design and Resources available. b) Regular IPEs: Regular and well structured Institutional Performance Evaluation at college and organizational level ensure quality and consistency

17. In short Appraising the teaching-learning process is a comprehensive evaluation aimed at enhancing effectiveness of education by systematically reviewing and improving all aspects of teaching and learning. It is a continuous process that involves multiple stakeholders, including teachers, students, administrators, and sometimes external evaluators, to ensure that educational standards are met and improved over time.

18. Appraisal of classroom assessment

19. What course content should be taught? What should students learn? In what ways am I going to be assessed? What do I need to know? What teaching and learning methods are appropriate? What then are the learning objectives? What approaches to study should I adopt? How can student learning be assessed? student assessment as a strategic tool for enhancing teaching and learning Assessment is usually at the forefront of students’ perception of the teaching and learning process Assessment can be the final consideration for teachers in the design of teaching and learning process How teachers view teaching and learning How students view teaching and Learning

20. Appraisal of Classroom Assessment Appraisal of classroom Assessment refers to systematic evaluati on of how effectively a teacher manages classroom environment, including student behavior, involvement, and the overall learning atmosphere. It aims to ensure that the classroom environment is conducive to learning and that students are able to focus and participate in educational activities effectively .

21. Classroom assessment It is a critical component of the educational process, encompassing a range of activities that teachers use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, and educational needs of students. An effective appraisal of classroom assessment includes several key aspects:

22. Cont … Monitoring Student Progress : Assessment allows teachers to monitor individual student progress and identify areas where additional support or challenge may be needed. Informing Instructional Decisions : Results from assessments guide instructional decisions, such as adapting teaching strategies, pacing of lessons, or providing remedial or enrichment activities .

23. Cont.. Feedback to Students : Assessments provide feedback to students on their understanding and performance, fostering a culture of continuous improvement and self-regulation. Measuring Learning Outcomes : They serve as a tool to measure whether learning objectives and outcomes are being achieved, both at the individual and class levels.

24. Cont … Formative vs Summative: Assessment in higher education must serve a number of purposes. These purposes are often loosely placed in two categories, Developmental (‘formative’ ongoing educational progression) and Judgmental (‘summative’ making decisions on satisfactory completion or readiness to progress to the next level of study).

25. Cont … Formative assessments (Assessment for Learning , A f L , ongoing assessments during instruction) and summative assessments ( Assessment of Learning, A o L , evaluations at the end of a unit or term ) are two fundamental types of class room assessments used in education to evaluate student learning and progress . Each serving distinct purposes in the teaching-learning process.

26. Assessment OF Learning (Summative) Assessment FOR Learning (Formative) Happens after learning takes place An integral part of learning process Information is usually transferred into marks Information is available on quality of learning Comparison with performance of others and/or criterion Is linked to learning intentions and success criteria Looks back on past learning Looks forward to the next stage of learning Key Points:

27. Formative Assessment/ Assessment of Learning ( A o L ) Purpose : Formative assessment is used during the learning process to monitor student understanding and provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. Timing: It is typically conducted throughout a learning unit or course, allowing instructors to make adjustments to teaching strategies and students to make improvements in their understanding. Methods : Examples include quizzes, class discussions, homework assignments, peer reviews, and teacher observati ons.

28. Cont … Focus: The focus is on identifying strengths and weaknesses in real-time to guide instructional decisions and support student learning. Feedback: Emphasis is placed on timely and constructive feedback that helps students understand where they stand and what they need to do to improve. Usage: Helps in identifying learning gaps early, adjusting instructional methods , promoting active learning, and fostering a growth mindset.

29. 1. Formative assessment should be part of effective planning of teaching and learning Teacher's planning should provide opportunities for both learner and teacher to obtain and use information about progress towards learning goals. It also must be flexible to respond to initial and emerging ideas and skills. Planning should include strategies to ensure that learners understand the goals they are pursuing and The criteria that will be applied in assessing their work. How learners will receive feedback, How they will take part in assessing their learning and How they will be helped to make further progress should also be planned.

30. 2. Formative assessment should be recognized as central to classroom practice Much of what teachers and learners do in classrooms can be described as assessment. That is , tasks and questions prompt learners to demonstrate their knowledge, understanding and skills. What learners say and do is then observed and interpreted , and judgements are made about how learning can be improved. These assessment processes are an essential part of everyday classroom practice and involve both teachers and learners in reflection, dialogue and decision.

31. 3. Formative assessment should be regarded as key professional skill for teachers Teachers require the professional knowledge and skills to; plan for assessment; observe learning; analyze and interpret evidence of learning; give feedback to learners and support learners in self-assessment. Teachers should be supported in developing these skills through initial and continuing professional development.

32. 4. Formative assessment should be sensitive and constructive because any assessment has an emotional impact on students Teachers should be aware of the impact that comments, marks and grades can have on learners' confidence and enthusiasm and should be as constructive as possible in the feedback that they give. Comments that focus on the work rather than the person are more constructive for both learning and motivation.

33. 5. Assessment should take account of the importance of learner’s motivation Motivation can be enhanced by assessment methods which protect the learner's autonomy, Comparison with others who have been more successful is unlikely to motivate learners. It can also lead to their withdrawing from the learning process in areas where they have been made to feel they are ‘no good’. provide some choice and constructive feedback, and create opportunity for self-direction.

34. 6. Should receive constructive guidance about how to improve Learners need information and guidance in order to plan the next steps in their learning Teachers should: pinpoint the learner's strengths and advise on how to develop them; be clear and constructive about any weaknesses and how they might be addressed; provide opportunities for learners to improve upon their work.

35. 7. Develops learners’ capacity for self-assessment so they can become reflective and self-managing Independent learners can seek out and gain new skills, new knowledge and new understandings. They are able to engage in self-reflection and to identify the next steps in their learning. Teachers should equip learners with the desire and the capacity to take charge of their learning through developing the skills of self-assessment.

36. 8. Formative assessment should recognize full range of achievements of all learners Assessment for learning should be used to enhance all learners' opportunities to learn in all areas of educational activity. It should enable all learners to achieve their best and to have their efforts recognized.

37. Summative Assessment / Assessment of Learning ( A o L ) Purpose : Summative assessment is used to evaluate student learning and achievement at the end of an instructional unit or course. Timing: It is typically administered after a period of instruction to determine what students have learned and to assign grades or scores.

38. Cont … Methods: Examples include final exams, standardized tests, end-of-term papers. Focus: The focus is on measuring the extent of student learning against a set of standards or learning objectives.

39. Cont … Feedback: Feedback from summative assessments tends to be less immediate and is often used to summarize overall performance rather than guide future learning. Usage: Provides a snapshot of student achievement, determines grades or promotions, evaluates effectiveness of teaching methods or curriculum, and informs decisions about student placement or advancement.

40. Guiding Principles of Summative Assessment Summative assessment is an integral part of the teaching-learning process. Assessment tool should match with performance objectives. The results of assessment must be provided to students. Teachers must consider learners’ learning styles and so must come up with variety of ways of assessing learning .

41. In summary, formative assessments are used for ongoing feedback to improve learning summative assessments are used to evaluate student achievement at the end of a unit or course. both types play important roles in the educational process, providing valuable information for both students and instructors.

42. Importance of appraisal of classroom assessment It is crucial for several reasons, each contributing to the overall effectiveness of the educational process and the achievement of learning objectives. It is vital for creating an effective, safe, and inclusive learning environment . It supports both student achievement and teacher development, promoting a positive educational experience for all stakeholders . It also plays a vital role in curriculum development, accountability, and professional growth for teachers .