Abstract
Teacher rating is one of the topics which require pertinent attention by our education regulatory system. As teachers are only being rated and promoter base on their education qualification and time put into the service. The main aim of this study is to design and implement of students rating teacher’s effectiveness system for National Open University of Nigeria. The methodology adopted for this research work is the Structured System Analysis and Design Methodology (SSADM), which was chosen by the researcher due to its numerous benefits. This platform have been designed with the help of Dreamweaver (compiler), then encoded with the languages mentioned; Html, Css, Javascript and Php. Finally the design was completed and its been tested.
CHAPTER ONE
INTRODUCTION
1.1 Background
of the Study
Teacher rating is one of the topics which require
pertinent attention by our education regulatory system. As teachers are only
being rated and promoter base on their education qualification and time put into
the service. Students also have a clear pictures of these teachers as they have
the first hand interaction with teachers (Abrami & d’Apollonia, 2009).
Teacher
evaluation has evolved over time from focusing on the moral values of a teacher
in the early 1900s to standards-based evaluation models of today that seek to
include measures of student academic progress. Often, teacher evaluation
systems seek to serve two needs: accountability and improvement. Changes in
teacher evaluation have been influenced by political winds as well as a desire
to create systems that are fair and balanced (Abrami, Theall & Mets, 2011). This article provides an overview of the evolution of
teacher evaluation as well as a focus on measuring teacher effectiveness and
including such measures as part of an overall evaluation system. Earlier
evaluation models began to connect evaluation to the roles and responsibilities
of the teacher with a move toward developing standards that delineate teacher
performance expectations. These expectations would then be used as a basis for
the design and implementation of the evaluation system. In the current
standards-based accountability, the focus has shifted from an evaluation system
that measures the processes of teaching to an evaluation system that measures
both the processes of teaching and student outcomes. The United States is the
avant-garde initiator and practitioner of this trend of reform. Including
student outcomes has been the topic of intense discussion as policymakers and
researchers debate the validity of the use of student test scores in terms of
value-added modelling and other growth models. Researchers do not agree on the
stability of such models and whether they do differentiate between effective
and less effective teachers (Armstrong, 2018).
Although the debate continues, implementation of such systems in many states
within the United States has begun. Similarly, countries across the globe
struggle with the basis for teacher evaluation and how teacher effectiveness
research impacts such processes. Research will continue to inform and enrich
this debate and discussion (Braskamp & Ory, 2014).