Distinctive features of formative evaluations for teaching performance
With this article, we seek to contribute to the debate on evaluation of teaching performance by means of a compilation which identifies some of the most relevant features of formative evaluation. We recover both the recommendations from a selection of 50 publications by various prominent researchers...
| Autores: | , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2020 |
| País: | México |
| Recursos: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositório: | Perfiles Educativos |
| Idioma: | espanhol |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/59287 |
| Acesso em linha: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/59287 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Formative evaluation Teacher evaluation Teaching performance Teacher training Teaching profession Evaluación formativa Evaluación de profesores Desempeño docente Formación de maestros Profesión docente |
| Resumo: | With this article, we seek to contribute to the debate on evaluation of teaching performance by means of a compilation which identifies some of the most relevant features of formative evaluation. We recover both the recommendations from a selection of 50 publications by various prominent researchers in the field, and some of the lessons learned from the most recent experience in Mexico. The article is organized in two sections: in the first, we review the specialized literature on formative evaluation and offer a brief summation of the lessons learned from experience in evaluation for continued employment in the Professional Teaching Service conducted recently in Mexico. In the second part, we describe the distinctive features of formative evaluations focused on improving teaching performance. |
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