What is the Character and nature of teacher evaluation?

 Particular features of teacher evaluation procedures include:

  • Teachers were evaluated. A specific teacher assessment model may include the entire system or a subset of instructors based on contract type (e.g. tenured vs. contract teachers), stage of career (e.g. ‘beginner vs. experienced), level of education (e.g. elementary vs. secondary education), and kind of education (e.g. general programmes, vocational programmes of adult education).
  • Character of evaluation. Teacher assessment might be mandated or optional; the latter can be tied to professional advancement.
  •  Nature of evaluation. Teacher assessment might be largely externally driven or primarily internal (or school-based). In the former scenario, features analysed, tools used, and assessment criteria are shared across schools, and evaluators are mostly from outside the school where the assessed teacher works. In the latter situation, the school is in charge of developing particular assessment criteria and tools, as well as monitoring evaluation findings and assessors who are generally internal to the school.
  • Frequency. Teacher assessment can take place at regular intervals (e.g., every two years), at crucial phases of the career (e.g., for advancement within the profession), or on particular events such as the completion of the probationary term or contract renewal for contract instructors.