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When Theory is Not Sufficient: Intersections Between Teaching Evaluation and Teacher Training
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| Presenter(s):
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| Serafina Pastore, University of Bari, serafinapastore@vodafone.it
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| Abstract:
Evaluation represents a fundamental task for teacher's activities. However, in Italy we are not able to go beyond such recognition. Teachers' evaluation is reduced to the mere production of models and tools.
As regards to the scholastic system evaluation is now divided into different branches: students' assessment; teachers' self-evaluation; school evaluation, quality evaluation. But with respect to the topic of the teaching-evaluation relation the lack of a systematic reflection on different aspects is really emerging.
What do teachers think about evaluation? How do they experience evaluation in the didactic practice? What are the more frequent difficulties, and, in particular, how do they learn to evaluate?
In the light of this framework the current paper, which is the result of a first step of a more articulated research project, will analyse teachers' representations of evaluation and will explore the value of the teaching evaluation proposal.
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Using Evaluation Training to Create Change: The Influence of the Evaluation Fellows Program
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| Presenter(s):
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| Amelia E Maynard, University of Minnesota, mayn0065@umn.edu
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| Jean A King, University of Minnesota, kingx004@umn.edu
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| Abstract:
The purpose of this paper is to examine the extent to which an evaluation training program can be used to create influence and lead to social betterment in a specific geographical context. The Evaluation Fellows Program (EFP) at the University of Minnesota is a unique training that brings together evaluators, practitioners, policy makers, and funders around a specific content area such as school reform to develop an understanding of each role and thus improve future evaluations, policies, and programs in that topical area. Unlike other training programs, EFP does not focus on creating professional evaluators, but rather in developing knowledge of how evaluation can be used for improvement. This paper expands Kirkhart's theory of evaluation influence to training and provides an example of such influence through research on the outcomes of the first two EFP cohorts.
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Helping New Evaluators Conceptualize, Manage, and Reflect Upon Initial Evaluation Experiences: Easing the Transition from Classroom to Practice
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| Presenter(s):
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| Gary Skolits, University of Tennessee, Knoxville, gskolits@utk.edu
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| Jennifer Morrow, University of Tennessee, jamorrow@utk.edu
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| Patrick Barlow, University of Tennessee, Knoxville, pbarlow1@utk.edu
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| Ann Cisney-Booth, University of Tennessee, acisneybooth@utk.edu
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| Eric Heidel, University of Tennessee, rheidel@utk.edu
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| Brenda S Lenard, University of Tennessee, blenard@utk.edu
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| Amadou B Sall, University of Tennessee, asall@utk.edu
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| Tiffany Smith, University of Tennessee, tsmith92@utk.edu
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| Abstract:
This paper introduces the development and application of evaluator roles as a framework for students to conceptualize, manage, and reflect on their early evaluation experiences. Evaluation students beginning their first semi-independent evaluation can be overwhelmed with initial and often unanticipated implementation challenges. While early student hands-on evaluation efforts offer maximum learning opportunities, unanticipated initial challenges can be frustrating or disheartening. These initial challenges can be misinterpreted by students as an indication that they are not suited to an evaluation career or that the practice is much more problematic than anticipated. Faculty and students in a seminar class have refined and applied the roles approach to evaluation as a framework for initial practice that helps students ground and manage each aspect of the evaluation in terms of the whole evaluation process, and develop a common language for communicating and reflecting upon initial professional experiences.
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