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ERIC Number: ED225277
Record Type: Non-Journal
Publication Date: 1982-Jun
Pages: 23
Abstractor: N/A
Reference Count: N/A
Lesson Analysis--The Neglected Key to Teacher Performance Evaluation.
Frudden, Sally; Manatt, Richard P.
This School Improvement Model study examined the efficacy of three methods to improve administrator judgments of teacher performance: the preliminary perusal of teacher lesson plans, the use of lesson plan evaluation instruments, and the use of low inference (as opposed to high inference) lesson plan evaluation methods. Subjects included 529 administrators and teachers involved in professional improvement programs in 1980. Materials used were taken from the Georgia Teacher Assessment Project. Three groups of subjects were given lesson plans to study; one of these groups was also given a high inference lesson plan evaluation instrument supplying no descriptors for assigning ratings; another of the three groups was given a low inference lesson plan evaluation instrument supplying specific descriptors to assist in rating. A fourth group was given only a journal article to read as a placebo. All groups were asked to rate videotapes of teachers performing the lesson. It was found that, although low inference rating scales improved ability to assess lesson plans, preliminary study and assessment of lesson plans was not generally correlated with more accurate evaluation of teacher performance. Researchers concluded that administrators need additional training in assessing effective teaching materials and plans. The Teacher Instructional Plans and Materials Assessment Scale is included. (Author/JM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Iowa State Univ. of Science and Technology, Ames. Research Inst. for Studies in Education.; Northwest Area Foundation, St. Paul, MN.
Authoring Institution: Iowa State Univ. of Science and Technology, Ames. Dept. of Education.