Formative evaluation of teachers: A step toward improving teacher performance

Authors

  • Luís Henriques
  • Maria Filomena Gaspar Faculty of Psychology and Educational Sciences of the University of Coimbra.
  • José António Pereira da Silva Faculty of Medicine of the University of Coimbra.

DOI:

https://doi.org/10.14195/1647-8614_46-1_3

Keywords:

Assessment, Teachers, Formative assessment

Abstract

The purpose of this paper is to review the different stages and processes involved in the formative assessment of teachers, assuming that this is aimed at improving the quality of education.Thus, the article presents a summary of steps to improve teacher performance, explaining first the role of formative assessment of teachers and why its application to the detriment of summative assessment. It also presents the process of classroom observation, data collection instruments, feedback, difficulties inherent in the process, among others.

It is intended to make a clear reflection of the formative evaluation process, encouraging its proper application.

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Author Biography

Luís Henriques

Holder of a Master Degree in Educational Sciences by the Faculty of Psychology and Educational Sciences of the University of Coimbra.

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Published

2014-03-12

How to Cite

Henriques, L., Gaspar, M. F., & Silva, J. A. P. da. (2014). Formative evaluation of teachers: A step toward improving teacher performance. Revista Portuguesa De Pedagogia, (46-1), pp. 57-72. https://doi.org/10.14195/1647-8614_46-1_3

Issue

Nº 46-1 (2012)

Section

Articles

License

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows sharing the work with recognition of authorship and initial publication in Antropologia Portuguesa journal.

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