Home Project-material DESIGN AND IMPLEMENTATION OF STUDENTS RATING OF TEACHERS EFFECTIVENESS SYSTEM (A CASE STUDY OF NATIONAL OPEN UNIVERSITY OF NIGERIA)

DESIGN AND IMPLEMENTATION OF STUDENTS RATING OF TEACHERS EFFECTIVENESS SYSTEM (A CASE STUDY OF NATIONAL OPEN UNIVERSITY OF NIGERIA)

Dept: COMPUTER SCIENCE File: Word(doc) Chapters: 1-5 Views: 2

Abstract

Teacher rating is one of the topics which require pertinent attention by our education regulatory system. As teachers are only being rated and promoter base on their education qualification and time put into the service. The main aim of this study is to design and implement of students rating teacher’s effectiveness system for National Open University of Nigeria. The methodology adopted for this research work is the Structured System Analysis and Design Methodology (SSADM), which was chosen by the researcher due to its numerous benefits. This platform have been designed with the help of Dreamweaver (compiler), then encoded with the languages mentioned; Html, Css, Javascript and Php. Finally the design was completed and its been tested.
CHAPTER ONE

INTRODUCTION

1.1

Background of the Study

Teacher rating is one of the topics which require pertinent attention by our education regulatory system. As teachers are only being rated and promoter base on their education qualification and time put into the service. Students also have a clear pictures of these teachers as they have the first hand interaction with teachers (Abrami & d’Apollonia, 2009).

Teacher evaluation has evolved over time from focusing on the moral values of a teacher in the early 1900s to standards-based evaluation models of today that seek to include measures of student academic progress. Often, teacher evaluation systems seek to serve two needs: accountability and improvement. Changes in teacher evaluation have been influenced by political winds as well as a desire to create systems that are fair and balanced (Abrami, Theall & Mets, 2011). This article provides an overview of the evolution of teacher evaluation as well as a focus on measuring teacher effectiveness and including such measures as part of an overall evaluation system. Earlier evaluation models began to connect evaluation to the roles and responsibilities of the teacher with a move toward developing standards that delineate teacher performance expectations. These expectations would then be used as a basis for the design and implementation of the evaluation system. In the current standards-based accountability, the focus has shifted from an evaluation system that measures the processes of teaching to an evaluation system that measures both the processes of teaching and student outcomes. The United States is the avant-garde initiator and practitioner of this trend of reform. Including student outcomes has been the topic of intense discussion as policymakers and researchers debate the validity of the use of student test scores in terms of value-added modelling and other growth models. Researchers do not agree on the stability of such models and whether they do differentiate between effective and less effective teachers (Armstrong, 2018). Although the debate continues, implementation of such systems in many states within the United States has begun. Similarly, countries across the globe struggle with the basis for teacher evaluation and how teacher effectiveness research impacts such processes. Research will continue to inform and enrich this debate and discussion (Braskamp & Ory, 2014).



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