Assessing Higher Education Teachers Through Peer Assistance and Review
Year: 2012
Type: preprint
Abstract: The present study advances the practice of assessing teacher performance by constructing a rubric that is systematically anchored on an amalgamated professional practice and learner-centered framework (see Magno & Sembrano, 2009). The validity and reliability of the rubric was determined using both classical test theory and item response theory, and implications for a new way of looking at the function of teacher performance assessment results for higher education institutions. The rubric used by fellow teachers is called the “Peer Assistance and Review Form” (PARF). The items reflect learner-centered practices with four domains anchored on Danielson‟s Components of Professional Practice principles: Planning and preparation, classroom environment, instruction, and professional responsibility. The rubric was pilot tested with 183 higher education faculty. The participants were observed by two raters in their class. Concordance of the two raters was established across the four domains (ω=.47, p
Source: SSRN Electronic Journal
Author: Carlo Magno
Institution: De La Salle University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1531294083