Abstract:

Teacher evaluation is a crucial process for improving the effectiveness of teaching practices (Peterson, 1987). However, inferring the quality or effectiveness of classroom teaching is a complex task (Molway, 2021), which typically relies on several measures (Kawasaki et al., 2020). Let us clarify that we recognize two main functions of teaching: learning management and classroom management (Bissonnette et al., 2016; Gauthier et al., 2013). Learning management is related to the achievement of standards in accordance with curriculum requirements for the acquisition of pedagogical content. Classroom management relates to the organization of student groups in terms of rules of life that promote learning. Considering that students undergo and participate in these two functions of teaching, we expect to represent key actors in the evaluation of teaching quality (Socha, 2013).

To reduce the complexity of inferring teaching quality daily:
To address the complexity of inferring the quality of day-to-day teaching in school settings, we developed an indicator of teaching performance by focusing our measurement on two elements that reflect the quality of the two functions of teaching. Specifically, we have determined a ratio of pedagogical coherence between students’ performance based on numerical results on learning assessments and their level of satisfaction with the course. Thus, the indicator reveals whether there is a balance or an imbalance between student performance and their perception of the instructional delivery. An indicator near the number 1 leads to the inference of consistency between students’ performance and their level of satisfaction with the instruction received.

Our instructional coherence ratio is based on the concepts of learning assessment and perception data. Based on synthetic data, we simulated several student profiles with varying results in terms of academic achievement and satisfaction with instructional delivery. The calculation of the pedagogical coherence ratio is done automatically in a decision support tool. The results generated make it possible to guide school principals and teachers towards intervention strategies for groups of students in a perspective of continuous improvement of teaching practices in terms of both learning management and classroom management.

Keywords:

Automated analysis, performance indicators, quality of teaching, ratio of pedagogical coherence.