ABSTRACT
This chapter looks at evaluation, and specifically teacher appraisal, within the context of the re-designed school. It does not purport to cover all aspects of school evaluation indicated by Figure 5 in Chapter 2. Rather, it focuses on teacher appraisal, its purposes and methodologies within a learning-centred school, and draws some implications regarding appraisal in different cultures. Limiting the present discussion to appraisal is justified by the fact that it is, at least potentially, one of the most influential ways of improving the quality of teaching and learning in school. Staff appraisal was also briefly discussed in Chapter 10.
