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• W2316068419 abstract "INTRODUCTION:Teaching is a multifarious profession. It demands efficiency, effectiveness, and commitment because every teacher is mandated to develop holistically the learner. The learner must go out of the classroom equipped with lifelong knowledge, skills, attitudes, and values for complete and productive living. Anything the teacher does and fails to do in the classroom redound to the learners.Teachers implement the curriculum to students. However, there are some teachers whose pedagogic competence and practices vary with students' learning styles, needs and interests and which may cause learning difficulties, problems and worse, failure in learning. To improve results of instruction, school heads supervise teachers at work. Also, stakeholders in the persons of non-academic personnel and parents evaluate curriculum implementation. However, it is claimed that learners are the most reliable evaluators of the outcomes of instruction, they being the direct observers and recipients of teaching practices and classroom management styles of teachers. This makes evaluation a collaborative enterprise.Evaluation is the systematic process of collecting and analyzing data in order to determine the current status of the subject of evaluation, to compare this status with a set of criteria, and to select an alternative solution from two or more data in order to arrive at a sound decision. Also, Zulueta (2007) defined evaluation as a continuous process of inquiry about the study, assessment and improvement of all variables of the educational enterprise. Mckenna (1979) claimed that the primary purpose of evaluation is to gather feedback about instructional outcomes which are concretely seen from students' performance; whether they are achieving or not the course objectives teachers set for them to accomplish at the end of instruction.Marsh, et al (1979) contended that there are teachers who support the importance of evaluation to improve teaching outcomes. But there are also education people who negate the involvement of students in evaluation or they question students' evaluations to be included in coming up with important decisions by the school management. This might be the attitude because they see student evaluators as lacking in integrity and reliability. But taking all things equal and important towards making educational opportunities wholesome and complete for students, they (students) have the very strong right to evaluate teacher's performance, as they are the most reliable evaluators of curriculum delivery inside and outside of the school campus.The teacher performance review are administered primarily to: 1) maximize student learning and development; 2) improve learning outcomes through delivering quality instruction; 3) contribute to successful realization of the goals and objectives as mandated in the vision, mission, and goals of the institution; 4) provide a basis for instructional improvement through teacher productive appraisal and professional growth; and 5) implement a performance evaluation system that promotes collaboration between the teacher and evaluator and promotes self-growth, instructional effectiveness, and improvement of overall job performance (http://mcpsweb.org/wpcontent/uploads/Teacher-Evaluation-Performance-Standards-and-Indicators.pdf.).Moreover, the following are the comprehensive features of teacher performance review: 1) focus on the relationship between professional performance and improved learner academic achievement; 2) sample performance indicators for each of the teacher performa nce standards; 3) a system for documenting teacher performance based on multiple data sources; 4) a procedure for conducting performance reviews that stresses accountability, promotes professional improvement, and increases the involvement of teachers in t he evaluation process; and 5) a support system for providing assistance when needed (http://mcpsweb.org/wpcontent/uploads/Teacher-Evaluation-Performance-Standards-and-Indicators. …" @default.
• W2316068419 created "2016-06-24" @default.
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• W2316068419 date "2016-01-31" @default.
• W2316068419 modified "2023-09-27" @default.
• W2316068419 title "PERCEPTION OF STUDENTS ON END-OF-COURSE EVALUATION OF PHILIPPINE NORMAL UNIVERSITY – NORTH LUZON CAMPUS" @default.
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• W2316068419 doi "https://doi.org/10.18843/rwjasc/v7i1/06" @default.
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