Defining Viewpoints Basic to the Evaluation of Instructional Skills

KITAO Norihiko, HAYAMIZU Toshihiko, NAKAMURA Tomoyasu

doi:10.15077/jmet.12.3_91

The purpose of this study was to define and confirm the validity of those viewpoints fundamental to the evaluation of teachers' instructional skills. A questionnaire was prepared for 43 elementary school teachers to use in self-evaluation of two lessons, one on the Japanese language and the other on arithmetic. Their students were then asked to prepare self-evaluations on how well they thought they had understood and adapted to the same lessons. In addition, 38 student teachers were asked to prepare similar self-evaluations for two classes which they had conducted as part of their practice teaching sessions. A factor analysis of the teachers' responses resulted in the confirming of five basic viewpoints. These were titled (1) quality of planning, (2) understand-ability, (3) encouragement of student participation, (4) respect for each student's individuality, and (5) emphasizing of important points. As had been hypothesized, a relationship between the teachers' self-evaluations and the students' abilities to adapt to the lessons was found. It was also seen that, in general, in all five of these areas, student teachers tended to give themselves higher marks for their second lessons when compared with the results of their self-evaluations of their first lesson. This confirmed the validity of the five areas, or basic points of view found in this study.

Defining Viewpoints Basic to the Evaluation of Instructional Skills

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