CHAPTER II RELATED LITERATURE AND STUDIES

Related Literature Developing teacher effectiveness is as important as measuring it. Many studies have concluded that teachers participation in standards-based performance assessments can help teachers improve their practice. Teachers who have gone through National Board Certification, for example, note that the process of analyzing their own and their students work in l ight of professional standards helps them better assess student learning and evaluate the effects of their own actions. They also have to adopt new practices that are called for in the standards and assessments, such as engaging students in writing multiple drafts of papers or conducting science inquiries. In addition, teachers reported that going through the board certification process caused them to improve their subject matter knowledge, design and delivery of instruction, classroom management, and evaluation of and support for student learning. A number of studies have documented that these changes do indeed occur. In particular, teachers use new teaching strategies, pay more attention to student learning, and use assessments to change their practice to a much greater degree after they have gone through the assessment process (http://www.americanprogress.org/wpcontent/uploads/issues/2010/10/pdf/teacher_effectiveness.pdf).

There are many comprehensive systems for the evaluation of faculty performance and guidelines for the development of such systems; each includes a substantial component devoted to evaluating faculty teaching performance This focuses on three principles: clarifying expectations of and by faculty, identifying the nature and sources of data to be used for evaluation, and clarifying the purposes and uses of evaluation data. Clarifying the expectations that institutions and departments have for their faculty and that faculty had for their own performance are central to a successful faculty evaluation system Changing Roles and Responsibilities. Teaching competes with other faculty work such as research and service in allocation of faculty time (Austin, 1996; Clark, 1987; Fairweather, 1996). However, several inuential re ports (for example, Bennett, 1984; Boyer, 1987, 1990; National Institute of Education, 1984) refocused institutional attention and resources on evaluation,

improvement, and reward of faculty as teachers. Faculty themselves indicate they value their teaching responsibilities highly. Contextual and Flexible Expectations. An institutions mission and goals provide the framework for most discussions about expectations of and by faculty (Braskamp and Ory, 1994; Cashin, 1996; Johnson and Ryan, 2000), but institutional goals are communicated through departments. Each department has a culture with situation-specic goals, within which faculty expectations are established. (http://edweb.sdsu.edu/bober/montgomery/Article07.pdf)

We are now living in the age of computers. Almost all of us have heard Internet . The computer, within a few years of its arrival, has completely revolutionized and changed the life styles of the people all over the world. Now the Internet has revolutionized our communication systems and even our attitudes. Gone are the days of the fax and the mail services. E-mail has replaced the customary mail services. Majority of the middle class homes today have computers with Internet services. The Internet is comparatively cheaper and faster. It has reduced the world to a complex web of communication The Internet is like a network of networks where any computer can link up to information stored within it. It is accessed by a telecommunications line and a modulator-demodulator (MODEM). It is brought to your computer screen by converting analogue telephone signals into digital computer signals. There are many advantages and disadvantages on the Internet. The main advantage of the Internet is that communication is made very easy. Two people on opposite sides of the world may communicate with each other via such things as videoconferences. This would save money on flights to other countries just to have a meeting when they can each communicate from their own office. The Internet is a very good place to advertise companies. Businesses can build their own websites and buy their own memorable .com domains. This can be where they explain their company and the services they offer. Some can even offer home delivery directly from the Internet with things such as home shopping. This makes life very easy for disabled people or people with busy lives who have no time to go shopping. Other services the Internet has to offer are things such

as Online Banking. This is often quicker and easier for people so that they can carry out their task easily in no time.

(http://www.essaydepot.com/doc/46792/Internet-3). Related Studies According to Paulsen M. (2005) Quantitative student ratings of teaching are used more than any other method to evaluate teaching performance Student ratings play a dominant role in the operational denition of what constitutes effective teaching. Components of effective teaching identied from analysis of student ratings include six common dimensions of skill, rapport, structure, difculty, interaction, and feedback. Even though student ratings are widely used and despite the large volume of research demonstrating their validity and reliability, faculty express concerns about their meaningfulness and appropriateness. Franklin and Theall (1989) found from their survey of more than six hundred faculty and administrators at three colleges that those with greater knowledge and awareness about research on student ratings had more favorable attitudes toward the use of student ratings in teaching evaluation than those with less knowledge. The reliability of student ratings is generally robust Reliability coefcients for consistency (interrater agreement) vary according to the number of students surveyed but are about .70 or higher when more than ten raters are surveyed on well-known rating forms suc as the Student Instructional Report (SIR) the Student Evaluation of Educational Quality (SEEQ) and the Instructional Development and Effectiveness

Assessment (IDEA) Reliability coefcients for stability (agreement of ratings over time) are also impressive, with average correlations o .8between student ratings at semesters end their ratings one or more years later (Marsh and Dunkin, 1997). Reliability estimates that assess the extent to which student ratings of an instructor generalize across different courses or different offerings of the same course produce coefcients of .61 and .72, respectively In combination, these ndings indicate that for summative purposes, ratings for an instructor should be collected from an adequate number of students and should cover different courses and years The validity of student ratings is assessed by the extent to which they measure a generally agreed-upon indicator of teaching effectiveness; correlate with ratings assigned by the teachers themselves, their colleagues, administrators or alumni; or agree with qualitative student evaluations