Evaluation method for English classroom teaching: a case study of the student teachers’ performance  

Oleh:

Rasmodjo, Valentinus Rido

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 16: Konferensi Linguistik Tahunan Atma Jaya Keenam Belas Tingkat Internasional, page 477-480.
Topik: performance; teaching; evaluation; objectivity; precision
Fulltext: 477-480 Valentinus Rido Rasmodjo.pdf (395.84KB)

Isi artikel

A quality evaluation method plays a very important role in evaluating the teaching quality of a teacher, especially a language teacher. The method minimizes the subjectivity and imprecision of the classroom teaching (Sun, Li, and He, 2017; Hsu & Chiu, 2009; Zho and Gao, 2016). To improve the comprehensive evaluation of the language classroom teaching propose an evaluation method which covers the teaching attitude, teaching content, teaching methods, and teaching effectiveness. This study is trying to find out whether or not the teaching evaluation for the student -teachers doing their teaching practicum has already adopted these principles to overcome the problems of subjectivity and imprecision in evaluating their teaching performance. The results indicate that the forms the classroom teachers and mentors use in evaluating the teaching performance of the student-teachers have already adopted these principles. In addition, the introduction which leads to the formal objectives of the lesson clearly and the closing which involves the way the student-teachers encourage the students to learn independently also become indicators in the teaching evaluation form, but are not clearly stated in the principles. Lastly, this method does not include the students’ viewpoints which will clearly become important factors in increasing the objectivity and precision of the teaching performance.

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