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Teacher Appraisal System in Singapore School

Teacher Appraisal System in Singapore School

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Published by tallalbasahel

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Categories:Types, School Work
Published by: tallalbasahel on May 19, 2010
Copyright:Attribution Non-commercial

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11/05/2011

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TABLE OF CONTENT
1.Introduction2.Case Study: Teacher Appraisal System in Singapore School2.1.Purposes of teachers’ evaluation
2.2.
Impartial evaluation system2.3.A Clear understanding of evaluation criteria
2.4.
Controllability aspect and its implications on evaluation criteria
2.5.
Teachers’ role in nourishing the evaluation system2.6.Significance of a healthy relationship between appraiser and appraisee
.
3.Conclusion
 References
 
1.
Introduction
Stiggins and Bridgeford (1985) exhibited the increasing significance of performanceappraisal of teachers as crucial for raising their competency level and thereby thequality of education. The performance appraisal facilitates enhancement of theteachers’ attitude and behavior which have a direct impact on their performance.While there are advantages of the concept, shed light on some of the few criticismswhich awarded this concept as an ineffective approach in amending the teaching styleof the teachers. Further in this context, it has been noted that the primarily appraisingteachers may lead to resultant conflict in selecting the formative purposes or summative purposes for appraisal process, the problems in the context of decidingappraisal criteria, concerns pertaining to validity of the methodology undertaken for appraising performance, and reluctance of teachers in accepting their performanceevaluation.An in-depth analysis of the applicability of the teachers’ appraisal system in Asia has been very limited. Also within Asia, the research has primarily confined to HongKong. The Ministry of Education in Singapore, in the year 2000, attached highimportance to this concept with introducing major structural shifts to align theeducational system with the concurrent changes. In order to ensure the effectiveimplementation of the system, the MOE announced that the appraisal outcomes of theteachers will share a high correlation with their growth and success in the field. Thus,from this an attempt was made to study the potential effects of the system on the behavioral aspects of the teachers. Given the cultural biases and social differences, theresults from this study in the western settings may not replicate to the Singaporeeducational system
.
2.
Case Study: Teacher Appraisal System in Singapore School
2.1.
Purposes of teachers’ evaluation
The system for evaluating teachers’ performance is designed to reap multipleobjectives, including formative and summative purposes. While formative purposesaim at assisting personal career developments needs of the teachers, the summative purposes accounts for the performance compensation related decisions such as bonus.
 
The previous studies recommend that a successful assessment system should focus on promoting a healthy competition and prevent undue emergence of stress related toantagonism. One question which often poses obstacle in designing the appraisalsystem relates to orientation issue as to whether the system should be formative or summative in characteristic. One school of thought suggests that both the purposes areacceptable; however the system should not be designed including both the purposessimultaneously. While an opposite view recommends the acceptability of both,formative and summative purposes in the single system. As per an empirical research,it has been discovered that in developed countries like USA, UK and New Zealand,the formative purposes prevail over the summative purposes with the former beingacknowledged with the wider acceptance by the teachers and principals. In the context of Singaporian education system, the performance appraisal systemcontains a lethal amalgamation of both the purposes, formative and summative. In thelight of the above, the prime goal of this research is rooted in the investigation of theextent to which an amalgamated system of evaluation is imperative, to prevent unduestruggle and antagonism, and to promote the healthy spirit of competition within theteachers’ community.
2.2.Impartial evaluation system
In this report, an attempt will be made to investigate the fairness level of the teachers'evaluation system as any evaluation process should be fair and just in order to retainits effectiveness. Cardy and Dobbins (1994) stated that with "feelings of unfairness in process and inequity in evaluations, any appraisal system will be doomed to failure".Generally, teachers readily accept the appraisal systems if they view it in the contextof “usefulness and fairness”. Previous studies highlighted the negative response to theappraisal systems, received by the teachers, as the evaluation was highly subjective innature, the criteria selected did not match with the requisite teaching standards , duerights of teachers were not fully protected, and the outcomes of the evaluation werenot in line with the actual performance.2.3.
A Clear understanding of evaluation criteria
An important issues which make a teacher appraisal a difficult task is the evaluationof multiple intangible aspects that a teaching profession encompasses . Locke and

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