Abstract:

This paper describes a statistical method to improve the measurement of the quality of the teaching staff in terms of the institutional variables considered that most impact the teaching-learning process.

We calculated correlation coefficients between the 12 variables involved in the institutional Teacher Evaluation System (TES), and identified those that are more correlated with each other, including the new variable that was added this year : "self-assessment by the student himself.”
A very interesting and useful finding to improve the effectiveness of teaching performance was to find a very high correlation (r=0.999) between self-assessment of student learning and teacher evaluation. Also conducted a regression analysis (stepwise regression) in the results of the evaluations of teachers confirming the high coefficient of determination and correlation between teacher assessment and self-assessment of their learning. (r = 0.87).

This conclusion was confirmed by also calculating the coefficient "r" of Pearson, in surveys conducted this semester to students in the performance of their teachers.

These research statistics were calculated on 275 teacher’s records and 2004 teacher’s evaluation records from students, we conclude that it was right to consider the student's own assessment of their learning as a criterion for assessing the quality of the teaching staff.

It is recommended that the Teacher Development Department explain to directors and teachers if they want to get well evaluated, should ensure a significant learning of their students.

It is also recommended to increase the weight given to this “self assessment” variable based on the evidence presented in this research.

Keywords:

Research projects, Quality measurement of teaching staff, Teacher evaluation scores.