[The Relationship between Students' Academic Achievement and Teachers' Assessment]

by

Acknowledgement

Iwould take this opening to express gratitude my study supervisor, family and associates for their support and guidance without which this study would not have been possible.

DECLARATION

I, [type your full first titles and last name here], declare that the contents of this dissertation/thesis comprise my own unaided work, and that the dissertation/thesis has not before been submitted for learned examination in the direction of any qualification. Furthermore, it comprises my own attitudes and not inevitably those of the University.

Signed __________________ Date _________________

Abstract

The purpose of this study is to (a) identify the perceptions of new teachers regarding their school's appraisal system and (b) identify which factors contribute to the perceptions of new teachers regarding their school's appraisal system. Awareness of these perceptions and factors can be useful to appraisers as they utilize and make changes to District appraisal instruments. 

Table of Contents

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

CHAPTER 2: LITERATURE REVIEWVI

INTRODUCTIONVI

AUTHENTIC TEACHER PROFESSIONAL LEARNING OPPORTUNITIESVIII

TEACHER EFFICACYX

CONNECTION BETWEEN STUDENT ACHIEVEMENT AND TEACHER EFFECTIVENESSXII

TEACHER EVALUATION AND CONNECTION THAT IT NEEDS/CAN HAVE WITH PROFESSIONAL DEVELOPMENTXVI

theory of motivationxvi

Herzberg's theory of two factors Reviewxvii

Teachers College factors that influence job satisfactionxviii

Incentives for teachers in schools strategyxx

HISTORICAL OVERVIEW OF ASSESSMENT PROCESSXXIII

SUPERVISOR'S ROLE IN TEACHER EVALUATIONXXIV

STANDARDS-BASED TEACHER EVALUATION SYSTEMSXXVII

PDASXXIX

CONCLUSIONXXXII

REFERENCESXXXV

Chapter 2: Literature Review

Introduction

As 21st century dawns, it is increasingly clear that schools must become more successful with the wider range of learners if citizens are to acquire sophisticated skills they need to participate in the knowledge-based society. Whereas 95% of jobs in 1900 and 50% in 1950 were low-skilled jobs requiring only ability to follow basic procedures designed by others, today such jobs comprise only about 10% of U.S. economy. At least 70% of jobs require specialized knowledge and skills, including capacity to design and manage one's own work, communicate effectively and collaborate with others, research ideas, collect, synthesize, and analyze information, develop new products, and apply many bodies of knowledge to novel problems that arise (Drucker, 1994).

This poses the new set of challenges for education. kind of teaching needed to help students to think critically, solve complex problems, and master ambitious subject matter content is much more demanding than that needed to impart routine skills (Darling-Hammond et al., 2008). And in an era when student population is more diverse than ever before, teachers are being asked to achieve these goals for all children, not just minority who have traditionally been selected into “gifted and talented” or “honors” programs. Teachers must not only be knowledgeable in their content areas, but also skillful in using the range of methods to teach students with very divergent prior knowledge who learn in the wide variety of ways. question for policy makers, practitioners, and preparers of teachers is, what makes the teacher effective in this challenging context?

Importance of this question is increasingly clear. Recent studies of teacher effects have found that teachers strongly determine differences in student learning, far outweighing effects of differences in class size and composition (Rivkin, Hanushek, & Kain, 2005; Sanders & Rivers, 1996), and sometimes matching sizable effects of ...