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ERIC Number: ED148746
Record Type: RIE
Publication Date: 1977-Apr
Pages: 10
Abstractor: N/A
Reference Count: 0
Documentation: A Process for Classroom/Program Evaluation and Personal/Professional Learning.
Perrone, Vito
Insights, v9 n7 p2-9 Apr 77
Documentation of classroom processes and interaction plays two roles; it is helpful in classroom/program evaluation, and in the continuing personal and professional growth of the teacher. Documentation in the evaluation context is not primarily concerned with narrow objectives or with standardized tests, but rather seeks to determine meaning over time by recording the process of learning, the context of learning, and the content of learning. Documentation, in this respect, provides a comprehensive written record of the teaching/learning process which can be used in conjunction with other instruments for forming evaluative conclusions. As a process for personal/professional learning, documentation enables the teacher to analyze, reflect upon, and articulate basic assumptions about teaching, about teacher behavior in relation to students, parents, and colleagues, and about personal progress as a teacher. These two functions of documentation are not separate and distinct; the more collaborative they become, the more they become a base for interaction with others who are also thinking about their own teaching. (MJB)
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A