The Committee on Performance-Based Teacher Education (PBTE) of the American Association of Colleges for Teacher Education reported that adequate evaluation is critical to the success of PBTE. Some basic measurement and decision-making concerns are crucial to such an evaluation. Essential is a list of competencies. Problems in assessing attainment…

This 46-item teacher rating form assesses the respondent's knowledge of basic concepts and teaching techniques related to the education of learning disabled children. The respondents are asked to rate their personal understanding of these terms along a five-point scale, ranging from excellent understanding (complete familiarity) to poor…

To involve university faculty in some useful community service there must be clear definitions and a system of reward. Three levels of community service are outlined, from long-term extensive activities to short-term involvements. Criteria are suggested for evaluating these services. These guidelines are useful for faculty groups who are seeking…

The author contends that student evaluations of faculty should be adjusted before use in tenure, salary, and promotion decisions to eliminate irrelevant course and teacher attributes which color students' opinions and confound analysis. To eliminate possible bias, a multiple regression analysis procedure for the adjustment of student evaluations…

The Checklist of Instructional Characteristics (CLIC) was assessed by examining potential contaminating factors (class size, presentation format, students' initial interest, and personal impression of the instructor) and instructional outcomes (outcome interest, course performance, and self-reported learning). The relationships between the CLIC…

The author looks at some recent indications of the effects of declining school enrollments and their implications for industrial arts and vocational education teachers and for educational programs. To emphasize the concern for their jobs that teachers should be feeling, he cites a new system for teacher evaluation in the Baltimore, Maryland, city…

Reports on a study that hypothesized that students base their ratings of instructors on general attitudes regarding their instructors and the class rather than ratings on the specific attribute implied by specific evaluation items. Findings supported the hypothesis. (HOD)

Argues that both teachers and management are at fault in the detrimental effect that collective bargaining has had on the evaluation process and on schools in general. Management does not clearly state what quotas should be evaluated, and teachers do not indicate their own professional standards or what they want evaluated. (TE)

Presents a teacher evaluation model based on the use of an effective teaching criteria list. Includes two schematic figures. (MD)

The purpose of Competency-Based Teacher Education programs is to provide education for teachers that focuses on the development of those competencies--knowledge, skills, and ways of acting--that are most effective in the classroom. This article investigated how the CBTE approach will affect music education. (Author/RK)

Knowledge of issues that include due process, discrimination, validity, reliability, and inference will assist school administrators in reworking evaluation systems to meet legal and ethical requirements. In so doing, systems become more research based, accurate, and of value in improving teacher effectiveness and providing defensible evidence for…

Research on teacher evaluation and teacher effectiveness indicates that there are serious problems with the reliability of presage, process, and product findings. Quality in teaching can best be assessed by measuring process in the classroom and by using observation instruments which record the occurrence of specific, well-defined behaviors. (PP)

Documents in the ERIC database which bear on teacher evaluation in the 1980s are cited. References deal with subjects such as evaluation criteria and methods, the validity of various measurement techniques, state policies, teacher attitudes, and who should evaluate teachers. (PP)

Two detailed instruments for evaluating student teacher competencies were developed by academic staff in a school of education: the diagnostic lesson evaluation forms and the general evaluation forms. Competencies, standards, and implementation are discussed. (FG)

Contends that evaluating teaching is just as important as evaluating students. Argues that most teacher evaluation does not examine what students actually learn from the teacher. Recommends the use of written entry performance tests and subsequent written tests to evaluate teaching effectiveness. (CFR)