This document discusses teacher performance appraisal instruments. It provides an overview of different performance appraisal methods including ranking, rating scales, checklists, critical incidents, essays, and behaviorally anchored rating scales. It also lists additional topics related to teacher performance appraisal instruments such as forms, comments, examples, phrases, processes, templates, systems, answers, questions, techniques, formats, questionnaires, software, tools, interviews, objectives, policies, letters, types, quotes and articles. The document serves as a reference for those seeking information on developing and implementing teacher performance appraisal instruments.

1. Teacher performance appraisal instrument
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I. Contents of getting teacher performance appraisal instrument
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There is consensus that we need to improve overall student achievement in the United States. To
help teachers successfully fulfill their role in this endeavor, effective teacher supervision and
evaluation systems that inform teacher professional development and improve instruction are
essential; however, disagreement over what those systems should measure remains, and some
researchers caution against relying on student test scores as a valid metric (Baker et al, 2010)
These systems are important for teachers who require improved knowledge and skills to help
students perform to their fullest potential and for teachers who are currently performing at the
highest levels. Regardless of the current political context, effective teacher performance
appraisal systems are a core element in the effort to improve student learning and necessary to
inform compensation systems based on teacher performance.
Currently, teacher supervision and evaluation systems vary greatly across the nation, particularly
for tenured teachers but the results of these diverse systems are remarkably similar. The 2009
publication The Widget Effect (Weisberg, Sexton, Mulhern, & Keeling, 2009), a study of teacher
evaluation practices in 12 diverse districts in four states, found that over 99% of tenured teachers
in districts using a satisfactory or unsatisfactory rating system earned a positive rating. Among
districts with more than two rating options, 94% of the teachers still earned one of the top two
ratings, and less than 1% were rated unsatisfactory.

2. Teacher evaluations systems are not consistent across states because state laws and district
policies on teacher evaluations vary in their requirements for teachers and for those who conduct
their performance appraisals. For example, 14 states require school systems to evaluate their
public school teachers annually. One state requires evaluations of tenured teachers twice a
decade (Toch & Rothman, 2008). Sixteen states require evaluations to include some objective
measures of student learning, and four states require evidence of student learning as the
prevailing criterion for teacher evaluation (Zinth, 2010). Two-thirds of union contracts require
teachers to be evaluated annually and a quarter of them require evaluations every three years
(Toch & Rothman, 2008). A 2008 Regional Education Laboratory (REL) Midwest study
(Mathers, Oliva, & Laine) on teacher evaluation policies found that fewer than 1 out of 10
district policies required training for personnel conducting the evaluations. A commonly stated
purpose of teacher evaluations is targeted professional development to improve teacher
effectiveness; however, a presentation from Linda Darling-Hammond (2010), education policy
expert and professor of education at Stanford University, noted that well under half of all
teachers receive continuous professional development, mentoring or coaching or engage in peer
observation as a result of evaluation. Ninety percent of teachers participate in one or two-day
workshops or conferences to fulfill professional development requirements in lieu of
participation in sustained professional development that has been shown to deliver significant
returns in student achievement, such as lesson study, peer observation and coaching, and ongoing
learning opportunities embedded in practice.
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III. Performance appraisal methods
1.Ranking Method
The ranking system requires the rater to rank his
subordinates on overall performance. This consists in
simply putting a man in a rank order. Under this method,
the ranking of an employee in a work group is done
against that of another employee. The relative position of
each employee is tested in terms of his numerical rank. It
may also be done by ranking a person on his job
performance against another member of the competitive
group.
Advantages of Ranking Method
i. Employees are ranked according to their performance
levels.
ii. It is easier to rank the best and the worst employee.
Limitations of Ranking Method
i. The “whole man” is compared with another “whole man”

3. in this method. In practice, it is very difficult to compare
individuals possessing various individual traits.
ii. This method speaks only of the position where an
employee stands in his group. It does not test anything
about how much better or how much worse an employee
is when compared to another employee.
iii. When a large number of employees are working, ranking
of individuals become a difficult issue.
iv. There is no systematic procedure for ranking individuals
in the organization. The ranking system does not eliminate
the possibility of snap judgements.
2. Rating Scale
Rating scales consists of several numerical scales
representing job related performance criterions such as
dependability, initiative, output, attendance, attitude etc.
Each scales ranges from excellent to poor. The total
numerical scores are computed and final conclusions are
derived. Advantages – Adaptability, easy to use, low cost,
every type of job can be evaluated, large number of
employees covered, no formal training required.
Disadvantages – Rater’s biases
3. Checklist method
Under this method, checklist of statements of traits of
employee in the form of Yes or No based questions is
prepared. Here the rater only does the reporting or
checking and HR department does the actual evaluation.
Advantages – economy, ease of administration, limited
training required, standardization. Disadvantages – Raters
biases, use of improper weighs by HR, does not allow
rater to give relative ratings

4. 4. Critical Incidents Method
The approach is focused on certain critical behaviors of
employee that makes all the difference in the
performance. Supervisors as and when they occur record
such incidents. Advantages – Evaluations are based on
actual job behaviors, ratings are supported by
descriptions, feedback is easy, reduces recency biases,
chances of subordinate improvement are high.
Disadvantages – Negative incidents can be prioritized,
forgetting incidents, overly close supervision; feedback
may be too much and may appear to be punishment.
5. Essay Method
In this method the rater writes down the employee
description in detail within a number of broad categories
like, overall impression of performance, promoteability
of employee, existing capabilities and qualifications of
performing jobs, strengths and weaknesses and training
needs of the employee. Advantage – It is extremely
useful in filing information gaps about the employees
that often occur in a better-structured checklist.
Disadvantages – It its highly dependent upon the writing
skills of rater and most of them are not good writers.
They may get confused success depends on the memory
power of raters.
6. Behaviorally Anchored Rating Scales

5. statements of effective and ineffective behaviors
determine the points. They are said to be
behaviorally anchored. The rater is supposed to
say, which behavior describes the employee
performance. Advantages – helps overcome rating
errors. Disadvantages – Suffers from distortions
inherent in most rating techniques.
III. Other topics related to Teacher performance appraisal instrument (pdf
download)
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