Exploring The Literature

By Author: Alex Armas
Total Articles: 74
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While surveying the literature we found unsettled perspectives on issues literature that underpin our questions. There is a general consensus about the importance of observation in the development and assessment of a teacher. This notion is also supported by O'Leary (2004:14) who claims that Traditionally, classroom observation has occupied a prominent role in terms of its use as a tool by which to judge and subsequently promote good practice'. He also advocates a holistic way of assessing. He contends that 'although it would be na'ive to discount Replica Omega classroom observation per se as a useful learning tool for teacher development... the existing assessment approach contains a number of inadequacies that directly conflict with the fundamental aims of genuine teacher development'.

Voices contradicting this approach maintains that observations tend to be subjective, based on the observer's own teaching approach. To attain objectivity it is argued that we have to develop systematic observation tools. Acheson and Gall (1997) reflect students' ...
... feeling of being threatened when they are unaware of the criteria by which they will be judged, thus defined criteria should be provided to lower the level of anxiety among students. In the same vein, Brooker, Muller, Mylonas, and Hansford (1998) claim that an increased demand for quality and accountability in teacher education programmes requires a criterion-based standard reference framework for assessment.

Leung and Lewkowicz (2006: 27) highlight the point of subjective interpretation and contend that due to the fact that 'teachers can interpret assessment criteria differently, the idea that teachers should observe what learners say and do, interpret their work, and then provide guidance for improvement is an uncertain business'. Moreover, they claim that 'teachers' judgements are influenced by wider social and community practices and values' and therefore might lead to different perspectives. As we consider the observation lesson to be a performance test, we found McNamara's (1995) point relevant to our argument even though he does not refer to observation lessons. His assertion is that performance tests that strive to be highly authentic are often Omega Replica Watches extremely complex due to the extraneous social influences on the grade awarded.

We also realized that there is much concern about the reliability of examination scores as determinants of teaching qualifications. Alderson (1991:12) refers to the fact that 'we know little about how to measure the progress of learners ... and that we lack sensitive measures'. Broadfoot (2005:127) is even more extreme in his assertion and claims that 'we use what are a very blunt set of instruments to intervene in the highly sensitive and complex business of learning'. As a result of these diverse views, going to the literature was a journey of mixed blessings. It supported our sense of discomfort and it became apparent to us that our problem warranted attention.