Date of Award
University or Center
Atlanta University (AU)
School of Education
Dr. Sydney Rabsatt
The purpose of this study was to determine the extent to which the perceptions of trained instructional evaluators' ratings relate to those of student evaluators in assessing the classroom performance of high school teacher.
Methods and Procedures
The sample utilized for this study consisted of 30 classroom teachers, 30 trained instructional evaluators, and 120 students from a population that was selected from a metropolitan high school in which the staff and student body represented a diverse make-up.
The results of this study were statistically insignificant because there were demographic differences, perceptual differences and affective differences among the classroom teachers, trained instructional evaluators and student evaluators. Therefore, data indicated that there was no significant relationship between the ratings by trained instructional evaluators and student evaluators on the classroom performance of high school teachers.
Conclusions and Recommendations
1. Ratings of students could be utilized by teachers as feedback for classroom instruction.
2. Trained instructional evaluators may need to observe classroom teachers for a full class period rather than a 15-minute period of observation.
3. Design an Instructional Improvement Council to include teachers and students to explore areas of students' concerns at the affective level.
4. Provide informative sessions for classroom teachers to discuss the teaching tasks on the Georgia Teacher Observation Instrument.
Roseberry, Carrie, "A comparison of evaluations made by trained instructional evaluators and student evaluators of high school teachers' classroom performance" (1989). ETD Collection for AUC Robert W. Woodruff Library. 2216.