Evaluating the Process
Despite such difficulties, the process of teacher evaluation is an important one. It represents not only a complex set of problems, but a powerful influence for, and on, contemporary education. This chapter addresses issues that are central to the instructional evaluation process, providing a framework with which to describe, weigh, and improve current evaluation practices. More specifically, the chapter focuses on four questions: (a) Why should teachers be evaluated? (b) What are the available means or methods for evaluation? (c) What teaching activities should be the focus of evaluation? and (d) Who should do the evaluating? Finally, criteria for assessing
the representativeness of teacher appraisals are examined, and guidelines for evaluation are suggested.