To Grade or Not to Grade

Autor/in	Coffield, Frank
Titel	To Grade or Not to Grade
Quelle	In: Adults Learning, 23 (2012) 4, S.38-39 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0955-2308
Schlagwörter	Grading; Observation; Teacher Evaluation; Evaluation Methods; Accountability; Foreign Countries; Teacher Competencies; United Kingdom + Suchen Sie Ihr Suchwort? Notengebung; Schulnote; Beobachtung; Teacher appraisal; Lehrerbeurteilung; Verantwortung; Ausland; Lehrkunst; Großbritannien
Abstract	In the four-plus years since the author retired, he has spoken about teaching and learning (T & L) at more than 65 further education colleges, sixth form colleges and conferences. Looking back over these occasions and the emails that he has received from tutors, the author realises that there is one topic more than any other that preoccupies staff, namely, the grading of lesson observations. The grading of lesson observations is a burning issue in further education. While tutors accept the need for accountability, grading lessons can undermine professional relationships and create a climate of fear in institutions, where even experienced staff can be reluctant to take risks in their teaching. (ERIC).
Anmerkungen	National Institute of Adult Continuing Education. Renaissance House, 20 Princess Road West, Leicester, LE1 6TP, UK. Tel: +44-1162-044200; Fax: +44-1162-044262; e-mail: enquiries@niace.org.uk; Web site: http://www.niace.org.uk/publications/adults-learning
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10