0.1 Introductory seminar, chapter 2 - assessments and evaluations

Teacher assessment overview

Assessment is the process of gathering information about what you know and can do. Evaluating is the process of interpreting andmaking judgements about that assessment information.

There are numerous assessment models. The three most often used are:

• Observations, or information gathered mainly by Mentors in their daily work with you (via assignments that you complete and send to yourMentor).
• Performance samples, or tangible products that serve as evidence of Learner achievement (in the form of your electronic TeachingPortfolio).
• Tests and test-like procedures, or measures of a Learner's achievement at a particular time and place.

Your Mentor shall assess your progress ten different times, over the course of the Certificate of Teaching Mastery. S/he willrely upon the first two forms of assessment from above - observations of assignments and performance samples.

Evaluations and evaluation form

Once Mentors have collected assessment information, they engage in the process of evaluation - that is, interpreting and makingjudgements about the assessment information.

Written Evaluations

Teachers Without Borders has 10 evaluation periods during the Certificate of Teaching Mastery program - one at the half-waypoint for each course, and one at the end of each course. Each course, therefore, results in two, brief, written evaluations.

At each evaluation point (starting with the half-way point in Course 1), your Mentor will assign a number: 5 or 4 for "Ready", or a 3,2, or 1 for "Not Ready." When you receive a "Ready" from your Mentor, you proceed with the course.

Click below to review the evaluation form:

Evaluations

The six criteria for determining "Ready" or "Not Ready" is as follows:

• Learner demonstrates understanding and engagement with course material.
• Applies understanding to classroom practice.
• Connects with wider web of colleagues.
• Takes growth-oriented risks.
• Accomplishes work in a timely manner and with care.
• Maintains professionalism in local classroom and local community, and within the Teachers Without Borders CTM community.

Six qualities twb mentors use to determine readiness

Your Mentor shall use the criteria below to determine whether you are "Ready" or "Not Ready" to continue:

Criteria #1: Demonstrates understanding and engagement with course material.

Ready - Learner demonstrates competence in understanding the course material. Learner demonstrates his/herthinking "on paper" in the assignments - one can "hear" him/her wrestling and playing with ideas, posing questions, etc., in assignments andWebBoard discussions.

Not Ready - Learner demonstrates limited ability in his/her understanding and critical thinking with regards to the coursematerial.

Criteria #2: Applies understanding to classroom practice.

Ready - Learner is actively engaged in connecting what s/he is learning to classroom practice. Shows signs of developingon-going activities influenced by new course material.