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The quality of teaching across the world is often defined by students’ academic achievement. Yet, teaching and learning is a complex phenomenon. Standards and policy documents, internationally and within India, specify knowledge and skills for teachers. A variety of evaluation tools exist to measure teaching performance. The authors describe a Teacher Performance Review Process (TPRP) using a diagnostic tool internationally benchmarked and contextualized for India. Initially, 408 teachers from 10 schools completed the TPRP, with 95 teachers from 3 schools completing two cycles of TPRP. The TPRP incorporated multiple sources of evidence for rating each teacher on 27 performance indicators using a four-point scale. Rating frequencies were analyzed and results reported for an initial and second cycle of TPRP. Feedback from teachers and school leaders indicated this process supported improving the quality of teaching. TPRP, implemented as a cyclical process capturing evidence from multiple sources over time, potentially provides comprehensive documentation of the complex phenomenon of teaching performance, and supports teachers in continuous improvement.

To describe the use of digital video as a tool for preservice teachers to examine their own literacy learning (rather than teaching) practices in order to document the potential benefits of developing observation skills and metacognitive awareness.

During a literacy methods course, preservice teachers engaged in literature discussions. They then analyzed video of discussions to identify their processes, the effectiveness of their talk, and areas needing improvement. Content analysis was then performed on discussions, responses, and reflections about video as a learning tool.

The preservice teachers engaged in varied discussions, subsequently evaluating their practices in sophisticated, contextualized, and personally relevant ways. They articulated multiple benefits of video to enhance their roles as both learners and teachers. While examining their learning practices, they frequently shifted focus to teaching.

Digital video allows preservice teachers to reflect independently, generate theory about practice, and compare their practices to those of others, both peers and students. By analyzing their own learning, teachers can develop empathy toward students, discover the relative benefits of assignments, and model personal learning.

We used teacher data from the Study of Personnel Needs in Special Education (SPeNSE) to compare the credentials, preservice preparation, self-efficacy, and induction of early career special educators in high- and low-poverty schools using a framework adapted from Carlson, Lee, and Schroll (2004). We found significant differences in the credentials and preparation of teachers working in high poverty versus more affluent districts, with those in high-poverty schools having fewer credentials and less preparation. In contrast, the two teacher groups reported similar induction opportunities and gave themselves comparable ratings on both self-efficacy and in skillfulness in various work tasks. Our findings dramatize the critical need to recruit and prepare qualified teachers for high-poverty schools.

Outlines an institutional framework for identifying and rewarding excellence in teaching, drawing on an initiative developed at the University of Lincolnshire and Humberside. Describes the strategies adopted by the excellence in teaching working group, the outcomes of the project, and identifies how these have been implemented in the university’s promotions policy. Case study offers a framework for practitioners involved in raising the quality and profile of teaching in higher education through a recognition of the achievement of excellence.

The main purpose of this study was to examine the relationship between student ratings and teacher ratings on a university-level writing assignment in order to investigate the extent to which students have the ability and wherewithal to accurately and reliably assess themselves on a finished writing product. The Pearson Product Moment coefficient was used to determine whether or not there was a statistical correlation between student scores and teacher scores while the Intra-Class Coefficient and Spearman Brown Prophecy formula were used to determine the degree of agreement between raters as well as amongst all of the raters for an average reliability score. In this case the results were very promising as it was found that student and teacher scores correlated very highly and demonstrated a strong degree of agreement. This suggests that self assessment may be used to assist students in this particular context to better understand the conventions of English writing and ultimately improve their overall writing ability.

This study aims to identify various teachers’ professional activities (TPAs) and classify these TPAs according to their relative importance for the professional development of teachers.

The systematic review of the literature had been conducted to identify various TPAs in the institutions. Later, an empirical research had been conducted through confirmatory factor analysis using AMOS 20.0 to classify these TPAs according to their relative importance using the natural gap in standardized beta (β) values. In total, 96 administrators of 35 technical institutions of Punjab (India) offering engineering and management programs and 93 veteran educational experts had responded in a field survey.

The results of the study identified eight TPAs and further revealed that “regular self-assessment,” “adopting a creative problem-solving approach” and “developing deep commitment to make the difference” qualify among the “most important” activities for the professional enhancement of the faculty.

The study highlights different TPAs that they must establish, raise, promote, encourage and organize for their development. The study further classifies different activities according to their relative importance. The institute can evaluate their resources, budgets and efforts according to the relative importance of such activities. The classification of TPAs would help faculty to increase their efficacy.

This study aims to examine Saudi female students' attitude toward peer feedback activity in writing classes with a list of questions for the students to follow during the activity, and to investigate the challenges that may prevent the use of such activity in Saudi EFL classes.

This study used a mixed-methods to ensure the credibility of the data and obtain clear descriptions about the topic. The study instruments are (1) Writing Essays, (2) Writing Checklist, (3) Questionnaire and (4) Semi-structured interview. The data were analysis with SPSS and o 10 software.

The study results indicated that students had a positive attitude toward peer feedback with a checklist in EFL writing class. For instance, their second written essay (post) has improved and has fewer mistakes than the first one. Also, most of the participants stated that peer feedback has improved their writing quality and has enhanced their writing awareness of their weaknesses and mistakes. Moreover, the interview had highlighted the main challenges that could affect using peer feedback in writing class. Finally, the results indicate the efficiency of peer feedback with a checklist in similar teaching contexts.

The study focused on a small number of participants (30 students). Besides, the study dealt with students at university level only and the study focused on female students.

Based on the study finding, it is recommended that peer feedback should be integrated in all EFL writing classes at all levels. Based on the study finding, it is recommended that peer feedback should be incorporated in all EFL writing classes at all levels. Using checklist can help the students to become more independent learners and in time they will be able to correct their own mistakes.

This paper fulfills an identified need to identify how integrating peer feedback activity in writing class can improve the students' writing performance and help them to be independent learners.

This paper aims to describe the activities designed and conducted with primary school, secondary school and university students to study the integration of alternative assessment and self‐assessment online tools in mathematics courses using iTest. iTest is an educational software tool born to support the continuous evaluation system promoted by the European Space for Higher Education (ESHE).

To cyclically design, implement and analyze the results of the activities a design‐based research methodology was followed which also facilitates the collaboration between researchers and teachers.

Students and Professors involved in the activities had positive attitudes towards the practical use of the tool. It was detected that iTest offers a good testing tool for units that focus on skills and procedural development as well as for units that are problem‐based and require visualization and manipulation of the geometric representation.

iTest is found to be an appropriate complementary software for evaluation in the ESHE. After all the experiences described in this paper, it is now possible to begin the design of a virtual learning environment for mathematics implementing iTest as the assessment and self‐assessment tool.

The aim of this research was to find out students' and mentors' attitudes toward the quality of mentoring support during teaching practicums. The research sought to determine whether there is any difference in (self) assessment between teacher mentors and early childhood education students.

Through the quantitative research methodology, the Crisp (2009) College Student Mentoring Scale (CSMS) instrument was used to assess the quality of mentoring support during teaching practicums. Assessments were made in relation to the following variables: support in the areas of psychological and emotional needs, support in professional development and the development of professional competencies and the role of mentors as models. Early childhood education students (n1 = 105) and mentors (n2 = 54) of teaching practicums at the Faculty of Teacher Education, University of Zagreb, participated in the research.

The results of the research show that there is a statistically significant difference between student assessments and mentor self-assessment with regard to all researched areas of support. Mentors rated their mentoring skills higher than students did.

An approach in which mentoring is assessed in the context of support to students in different areas (e.g. psychological, emotional, professional) is rarely used in early childhood teacher education. Results indicate the need for a systematic evaluation of mentoring and the design of programs to strengthen mentoring competences.