The Future of Education

Edition 13

Accepted Abstracts

Students Products : Indicators of the Quality of Their Teachers Work.

Amira Rom, The Department of Education & Psychology, the Open University of Israel (Israel)

Michal Nachshon, Coordinating Supervisor of Science for All, Ministry of Education.nOranim Academic College of Education, Tivon, Israel (Israel)


pEvaluation of the teachers' work is an important component of the educational process. When attention is devoted to the evaluation process and its influence on teaching and learning, a practice evolves which positively affects and improves the quality of these processes.

Baker (2007) encourages less testing and promotes instructional-learning processes emerging from the students' needs. Birenbaum ((2003 discusses interactions among instruction, learning and evaluation in the learning environment, to produce a learner capable of coping successfully with the needs of 21st century society.

Teachers' evaluation is an important aspect in the educational process. Teachers must be responsible for their professional development. In an ideal situation, teachers and their instructors work together to develop an evaluation system for continuing professional growth (Brinson & Steiner, 2007).

The curriculum for Science for All is based on processes linking teaching, learning and evaluation. Its goal is to instill science technology literacy into high school students who do not specialize in science. An important aspect in scientific literacy is reading comprehension.

The main tool used in the evaluation process is that of the portfolio which includes representative products of the students' work, as evidence of the learning process, and the students' achievements and progress. These products reflect their scientific literacy and include complex individual and group assignments which are evaluated by means of a competency rubric.

Within the framework of our research, a three-stage experiment was carried out: development and validation of the portfolio's components, implementation of a pilot program  in 32 classes, and a sample evaluation of 204 portfolios.

The findings relate to the teacher and the student performance, which include the teachers' evaluation skills, the quality of the assignment and its components expressing teacher-student dialog, and the students’ reflections about their own work.

This research study presents ways of improving the quality of teachers' work, and ideas for implementing the portfolio as a tool for overall evaluation.

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