Teaching in a Secondary School

By Robert Griffin | Go to book overview

20
Evaluation

Whatever we do in life -- including teaching, of course -- we need to to do some evaluating. We have to take stock: Are we are getting where we set out to go? Are we going at things in the best way possible? Are we proceding in the right direction? Where should we go next? In these pages I pass along some thoughts I have about evaluation in teaching. I won't be getting into the fine points of test construction -- essay and multiple choice tests, issues of validity and reliability, standardized versus teacher-constructed instruments, any of that. There are others who can cover those details much better than I can and you can pick up that sort of information elsewhere in books or from other people. 1 Where I believe I can make a contribution is by sketching out and commenting on the areas I believe we need to attend to when assessing our students and ourselves. There are three of those areas. The first is how well students are doing in their schoolwork. The second is how good our curriculum is and the effectiveness of our instruction. The third is the quality of our own life and how our teaching is contributing to that.


EVALUATING STUDENTS

There are two primary areas to attend to when evaluating students. One is students' academic achievement and personal development; the second is their commitment and capability as students.

-200-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited page

Bookmark this page
Teaching in a Secondary School
Table of contents

Table of contents

  • Title Page iii
  • Contents vii
  • Introduction 1
  • 1 - Teaching as Work 5
  • 2 - The Self-Surpassing Classroom 11
  • Conclusion 19
  • 3 - Our Values Matter 21
  • 4 - A Focus on Studenting 27
  • 5 - Getting Students to Think for Themselves 31
  • SUMMING UP 40
  • 6 - What is a Good Student Like? 41
  • Conclusion 48
  • 7 - The Importance of Language 50
  • 8 - What Can a Good Student Do? 65
  • Conclusion 71
  • 9 - Teaching Values: The Early Years 72
  • Conclusion 78
  • 10 - What Can Get in the Way of Being a Good Student? 80
  • 11 - Curriculum 88
  • 12 - Becoming a Good Student in School 114
  • 13 - Discussions, Lectures, and Textbooks 124
  • 14 - Motivation 138
  • 15 - Style Counts 149
  • 16 - Advice to a Student on Achieving in School 156
  • 17 - Teaching Values: The Later Years 162
  • 18 - Thoughts on Discipline 181
  • 19 - Helping Students Become More Effective in School 191
  • 20 - Evaluation 200
  • 21 - Planning 211
  • 22 - Teaching and You 229
  • Acknowledgments 239
  • Endnotes 240
  • Index 247
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this book
  • Bookmarks
  • Highlights & Notes
  • Citations
/ 250

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.