ERIC Number: ED218719
Record Type: RIE
Publication Date: 1982-May
Reference Count: 0
Horizontal Evaluation: Its Impact in Three Case Studies.
Gitlin, Andrew; And Others
CCBC Notebook, v11 n3 p3-13 May 1982
The horizontal evaluation model was developed to remedy three major problems associated with competency-based approaches to teacher evaluation: there is no consensus regarding what competencies are essential to good teaching; teachers' behaviors may or may not be related to competencies they possess; and competency-based evaluation typically fails to address the relationship between teachers' intentions and practices. In horizontal evaluation the supervisor critiques the teacher in two phases after a lesson has been presented. In the first phase the relationship between intent and practice is analyzed, and in the second phase the teacher's intent is itself assessed. The horizontal evaluation model was tested in case studies involving the conferences between three supervisors and three student teachers seeking certification in special education, elementary education, or secondary education. Three themes emerged in all three cases: a focus on the relationships between intentions and practices, the development of a critical perspective, and the development of holistic analysis. Two further themes appeared in two of the cases: agenda-setting, and clarification of the valuative nature of teaching. Analysis of the studies showed that use of horizontal evaluation changed the priorities of the supervisory conferences. (Author/PGD)
Publication Type: Collected Works - Serials; Reports - Evaluative
Education Level: N/A
Sponsor: CFK, Ltd., Denver, CO.
Authoring Institution: Utah Univ., Salt Lake City. Dept. of Educational Administration.
Identifiers: Competency Based Evaluation; Horizontal Evaluation