ERIC Number: ED274053
Record Type: RIE
Publication Date: 1985
Reference Count: 0
Towards a Four-Fold Process of Middle School Classroom Evaluation.
The ease with which standardized test results and other objective measures can be used to compare the effectiveness of educational programs has led to an overemphasis on such measures among educators, the government, and the public alike. This overemphasis has led schools to ignore less easily measured but equally important objectives, to design instruction that encourages students to gain information at the expense of knowledge, and to evaluate teachers in terms of quantitative criteria that cannot account for such factors as inspiration and motivation. An alternative method for assessing the educational process might involve evaluations by students of themselves and their teachers and by teachers of themselves and their students. These evaluations must be handled carefully so that they become tools for students and teachers to use to improve their learning and teaching skills, respectively, rather than becoming weapons for superiors to use against those subject to their power. This paper explores the difficulties posed by the trend toward quantitative measurement and discusses how more qualitative evaluation methods may be applied successfully. Examples of the kinds of forms that can be used and the kinds of methods that have proven effective are provided. (PGD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Middle School Association (Baltimore, MD, October 30-November 1, 1985).