چکیده:
Aim: This study aimed to compare teacher’s’ performance assessment via audio-video data with
other Teaching assessment methods assessing teachers’ performance is a challenge in many countries,
today, assessment is considered a determinant of effective quality in education. The given importance
of teachers’ quality, top managers have always attended to assessing their performance in this study,
Video data were investigated as a modern teaching method besides detecting present system
problems in order to provide scientific evidence for a teachers’ assessment method in the classroom.
Methods: This case study utilized a qualitative approach. The required data were collected from
videos recorded in four classrooms using semi-structured interviews. Target population included
science teachers of junior high schools in Sanandaj, Iran, and eight science teachers video recording,
and were selected as the a sample. Their remarks we are analyzed by inductive coding. Results: The
following problems were cited by teachers as the main challenges of the present assessment method:
(1) unskilled assessors (2) lack of suitable assessment criteria (3) lack of persistent assessment (4)
discrimination and (5) uselessness of the results of assessment for teachers’ professional development.
Regarding the agreeability of video data for performance assessment, we reached two categories and
subthemes: (a) the strengths of video data method: (1) cooperative assessment, (2) recruiting experts,
(3) self-assessment, (4) comprehensive assessment, (5) transferability of the experience, (6) professional
development of teachers, and (b) video data weaknesses: (1) artificial teaching, (2) fi increased stress
(3) cost. Conclusion: Video data as a modern new way to evaluate teacher’s’ performance proved
useful for evaluating the performance of teachers in the classroom in order to achieve the objectives
of the performance Assessment system, and resolve the present problems.
خلاصه ماشینی:
Does video data coordinate with present teacher performance assessment system in the classroom in teachers’ perspective?
Some interviews are performed in line with above mention question which resulted a series of strengths and weaknesses in video data assessment method while recruiting of them lead to an answer for mentioned question.
The results showed one of the strengths of video data method is helping to professional teacher development.
[13] Regarding this subject whether video can lead to professional teacher development or not, the results of this research coordinate with results of Seidel et al.
Cooperative assessment is strength for video data method which is referred by interviewees and has not been considered in other researches.
In the present study, the researcher aims to introduce video data method as a method which has not been recruited up to now and regarding to strengths which are remarked by sample individuals, can relatively lead to reduction in present teacher performance assessment system.