چکیده

Teacher assessment has always been of serious concern to higher-level directors and educational policymakers alike. A widely popularised means of assessing a language teacher’s performance is classroom observation, but lack of an objective, standardised, and well-researched observation tool that takes into account the evaluations of all the stakeholders has embroiled classroom observation in a controversy. Targeting this gap, a qualitative research design was adopted and the criteria for teacher assessment were extracted from the literature, from renowned classroom observation forms, and from open-ended interviews with 7 experienced teacher trainers in Iran. A classroom observation form (COF) was then developed based on the findings. In the next step, the COF was evaluated by experts in the field, and went through a series of initial modifications. The COF was then piloted on over 100 language classes and over a 4-year period. The preliminary results of this study suggest that this COF enjoys a decent level of objectivity and covers constructs that had formerly been unattended, such as incorporating the evaluation of ‘all’ stakeholders, including the teacher and the students, into the final teacher assessment. Although reliability and validity remain a concern to be tested via statistical procedures, the COF could potentially be used for teacher performance assessment in English classes.

کليدواژه ها

Teacher assessment, teacher evaluation, observation form, classroom observation

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Ehsan Taebi , 1398 , A Classroom Observation Form: Towards Inclusive Objectivity in Teacher Performance Assessment , اولين کنفرانس بين المللي مطالعات زبان انگليسي