Teaching effectiveness: Basis for the development of assessment tool
DOI:
https://doi.org/10.37134/jrpptte.vol12.2.4.2022Keywords:
Assessment tool, content and knowledge, learners’ performance, outcomes-based education, teaching effectiveness, teachers’ pedagogyAbstract
Teachers have an important role to play in delivering quality education (SDG4). The quality of teaching that they deliver to students greatly affects them. This participatory action research (PAR) argues that there are gaps that need to be addressed in teaching effectiveness; (a) developing conceptual framework anchoring in common theory that served as a lens of the study, (b) measure it to ensure that students receive quality education and acquire the skills they need for national development, and (c) develop an assessment tool. This research designed a conceptual framework on teaching effectiveness based on the results of the focus group discussions with key informants (bottom-up evaluation) in selected mid-level administrators (coordinators), teachers, students, and alumni from selected sectarian higher education institutions. The researchers also developed indicators and identified items to assess teacher effectiveness through an assessment tool. Teaching effectiveness argues that key players i.e., Teacher's Pedagogy, Content, and Knowledge, Learner’s performance in school, and adaptation of institutions in Outcomes-Based education are important components in a learning organization. The results revealed that the teaching effectiveness is evident in teachers who exhibit pedagogy, content and knowledge, possess good qualities, humanistic and professional approach, adopt and use varied technologies and online applications to facilitate learning, employ life integration in their lessons, anchored on the school’s VMGO, program, course outcomes, and activities. It contributes to student learning. This research concludes that the indicators revealed on the PAR must be used for further research specifically in designing an assessment tool in measuring teaching effectiveness.
Downloads
References
Alipio, M. (2020). Predicting academic performance of college freshmen in the Philippines using psychological variables and expectancy-value beliefs to outcomes-based education: a path analysis.
Aquino, J. M. (2022). Students’ evaluation in the developed video-based learning materials for physical education in Higher Education Institutions (HEIs). Edu Sportivo: Indonesian Journal of Physical Education, 3(2), 111-124.
Asim, H, Vaz, A., Ahmed, A. and Sadiq, S. (2021). A review on Outcome Based Education and factors that impact student learning outcomes in tertiary education system. International Education Studies; Vol. 14, No.2; 2021.
Basbas, M. (2019). Outcomes-Based Education implementation and teachers’ efficiency. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2M).
Bidabadi, N. S., Isfahani, A. N., Rouhollahi, A., & Khalili, R. (2016). Effective teaching methods in higher education: requirements and barriers. Journal of advances in medical education & professionalism, 4(4), 170.
Borg, S., & Edmett, A. (2019). Developing a self-assessment tool for English language
teachers. Language Teaching Research, 23(5), 655-679.
Boring, A., & Ottoboni, K. (2016). Student evaluations of teaching (mostly) do not measure teaching effectiveness. Science Open Research.
Brinkley-Etzkorn, K. E. (2018). Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens. The Internet and Higher Education, 38, 28-35.
Calder, W. (2014). Achieving an institution’s values, vision, and mission. College Quarterly Spring, 17(2).
Campbell, J., Kyriakides, L., Muijs, D. & Robinson, W. (2004) Assessing teacher effectiveness: Developing a differentiated model. Abingdon, UK: RoutledgeFalmer.
Castillo, R. C. (2014). A paradigm shift to outcomes-based higher education: policies, principles and preparations. International Journal of Sciences: Basic and Applied Research, 14(1), 174-186.
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Journal of Educational Technology & Society, 16(2), 31-51.
Chen, T. L., & Lan, Y. L. (2013). Using a personal response system as an in-class assessment tool in the teaching of basic college chemistry. Australasian Journal of Educational Technology, 29(1).
Ciascai, L. and Vlad, I. (2014). Perception of School and University Students of Ideal Teacher Behaviours (Ii). Pilot Study. Acta Didactica Napocensia. 7(3).
Commission on Higher Education (2008). Manual of Regulations for Private Higher Education.
Commission on Higher Education Memorandum Order (CMO) No. 37. Series of 2012.
De Guzman, M. J. J., Estira, K. L. A., Arquillano, N. E., & Ventayen, R. J. M. (2018). Acceptability and awareness of vision and mission of the university, institutional objective and program objective of BS Business Administration. Asian Journal of Business and Technology Studies, 1(1), 14-17.
Eilks, I., & Byers, B. (2010). The need for innovative methods of teaching and learning chemistry in higher education: Reflections from a project of the European Chemistry Thematic Network, Chemistry Educational Research Practice, 11, 233–240.
Ginting, S. (2017). Facilitating effective teaching through learning based on learning styles and ways of thinking. Dinamika Ilmu, 17, 2.
Gómez L F., & Valdés, M. G. (2019). The evaluation of teacher performance in higher education. Propósitos y Representaciones, 7(2), 479-515. http://dx.doi.org/10.20511/pyr2019.v7n2.255
Handbook on Typology, Outcomes-Based Education, and Institutional Sustainability Assessment. (2014). https://tinyurl.com/5fv3r2kw. Accessed February 18, 2022
Hennink, M. M. (2013). Focus group discussions. Oxford University Press.
Hornstein, H. A. (2017). Student evaluations of teaching are an inadequate assessment tool for evaluating faculty performance. Cogent Education, 4(1), 1304016.
Hyder, S. and Lussier, R.N. (2016). Why businesses succeed or fail: A study on small businesses in Pakistan. Journal of Entrepreneurship in Emerging Economies, 8, 82-100. http://dx.doi.org/10.1108/JEEE-03-2015-0020
Irwanto, I. (2021). Research trends in Technological Pedagogical Content Knowledge (TPACK): A systematic literature review from 2010 to 2021. European Journal of Educational research, 10(4), 2045 - 2054.
Jaiswal, P. (2018) Using constructive alignment to foster teaching learning processes. Canadian Center of Science and Education, English Language Teaching, 12(6). http://dx.doi.org/10.5539/elt.v12n6p10.
Kanmani, B., & Babu, K. M. (2014). Continuous improvements in teaching-learning-process in Outcomes Based Education. Journal of Engineering Education Transformations, 28(2&3).
Kelcey, B., McGinn, D., and Hill, H. (2013). Measurement of classroom teaching quality with item response theory. Society for Research on Educational Effectiveness.
King, K. M., & Paufler, N. A. (2020). Excavating theory in teacher evaluation: Evaluation frameworks as Wengerian boundary objects. Education Policy Analysis Archives, 28(57). http://dx.doi.org/10.14507/epaa.28.5020
Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational research review, 12, 59-76.
Ko, J. and Sammons, P. (2013). Effective teaching: A review of research and evidence. CfBT Education Trust.
Koehler, M. (2012). TPACK explained. https://matt-koehler.com/. Accessed: February 19, 2022.
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In Handbook of research on educational communications and technology (pp. 101-111). Springer, New York, NY.
Konstantinou, C. and Konstantinou, I. (2021). Determinants of teacher effectiveness: Pedagogical and didactic training. Open Journal for Educational Research, 5(1), 11-24. http://dx.doi.org/10.32591/coas.ojer.0501.02011k
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry: Learning in the 21st century: Learning in the 21st century. Abc-Clio.
Laguador, J. M. (2014). Cooperative learning approach in an outcomes-based environment. International Journal of Social Sciences, Arts and Humanities, 2(2), 46-55.
Laguador, J. M., & Dotong, C. I. (2014). Knowledge versus practice on the outcomes-based education implementation of the engineering faculty members in LPU. International Journal of Academic Research in Progressive Education and Development, 3(1), 63-74.
Little, O., Goe, L. & Bell, C. (2009) A practical guide to evaluating teacher effectiveness. Washington, DC: National Comprehensive Center of Teacher Quality.
Mahajan, M., & Singh, M. K. S. (2017). Importance and benefits of learning outcomes. IOSR Journal of Humanities and Social Science, 22(03), 65-67.
Ngoh, N. (2018). Factors that impact the evaluation of teacher effectiveness for reappointment, tenure, and promotion. Journal for the Advancement of Educational Research International, 12 (1).
Nozaleda, B. M. (2019). Awareness, acceptance, and understanding of Cagayan State University stakeholders towards its vision, mission, goals, and objectives. International Journal of Advanced Research in Management and Social Sciences, 8(6), 313-326.
Opletalová, A. (2018). Evaluation of teacher education with a focus on its effectiveness, Red fame Publishing Journal of Education and Training Studies, 6(11). http://dx.doi.org/10.11114/jets.v6i11a.3813
Paolini, A. (2015). Enhancing Teaching Effectiveness and Student Learning Outcomes. Journal of effective teaching, 15(1), 20-33.
Polat, N., & Cepik, S. (2016). An exploratory factor analysis of the sheltered instruction observation protocol as an evaluation tool to measure teaching effectiveness. Tesol Quarterly, 50(4), 817-843.
Sánchez-Cabrero, R.; Estrada-Chichón, J.L.; Abad-Mancheño, A.; Mañoso-Pacheco, L. (2021). Models on Teaching Effectiveness in Current Scientific Literature. Educ. Sci., 11, 409. https://doi.org/10.3390/ educsci11080409
Senge, P. (1990). Peter Senge and the learning organization. Rcuperado de.
Setyosari, P., Slamet, T. I., Ulfa, S., & Oktaviani, H. I. (2018). Technology-supported learning environment to improve higher-order thinking experience of social Science
teachers TPCK for the 21st century learning.
Shulman L (1987) Knowledge and teaching: Foundations of the new reform. Harv Educ Rev 57(1):1–22
Spady, W. G. (1994). Outcome-Based Education: Critical Issues and Answers. ERIC.
Stronge, J. and Xu, X. (2015). International encyclopedia of the social and behavioral Sciences.
Ufuk, U. (2021). The associations between learning-teaching conceptions and technological pedagogical content knowledge: A structural equation modeling study. Psycho-Educational Research Reviews, 10(2), 58–76.
Uttl, B., White, C. A., & Gonzalez, D. W. (2017). Meta-analysis of faculty's teaching effectiveness: Student evaluation of teaching ratings and student learning are not related. Studies in Educational Evaluation, 54, 22-42.
Willermark, S. (2018). Technological pedagogical and content knowledge: A review of empirical studies published from 2011 to 2016. Journal of Educational Computing Research, 56(3), 315–343. http://dx.doi.org/10.1177/0735633117713114
Yazhou, & Jian (2011). Empirical research on influence of mission statements on the performance of nonprofit organization. Procedia Environmental Sciences,11, Part A.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 John Michael Del Rosario Aquino, Maria Asela Chavez
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
