Form-Referenced Teacher Evaluation
Form-referenced teacher evaluation contains the overview of the work expected as per the form. The form should clearly show the membership status of the workgroup and all the members involved. Another important aspect of this form is the purpose of the evaluation. Here, the agendas of the teacher evaluation could be outlined in, for example, gathering the evidence of professional practices. Again, changes could be made to the specified agenda. This could also be done throughout the comparison of the former and the new evaluation as it influences the standard change as well as the rubric.
Criterion-referenced Teacher Evaluation
Criterion-referenced teacher evaluation is usually based on learning outcomes which are prescribed as well as the preferred achievement indicators although other learning expectations could be used. This process evaluates the student’s progress. Specifically, it points out the specific terms in details and the critical effects of a performance that shows how well the student achieves the expected learning outcomes
Criteria could be evaluated in advance within the class, and changes made where necessary. The criterion involves the assignment's agenda and instruction sheet provided. The importance of this method is that students are able to perform self-evaluation as well as peer-evaluation, based on the initial title criteria and then evaluate the work up to the suggested standards. In the next step, the teacher uses the criteria to verify and mark the assignment.
Personally Referenced Teacher Evaluation
Personally-referenced teacher evaluation refers to an individual referencing where the teacher can cross examine the major points of discussion and point out the major areas to be cleared. The form represents the criteria for self explanation and other areas where the teacher would make the final decision on the progress. There is no certain criteria be followed in this type of evaluation, thus the teacher would evaluate the students based on personal issues.
