Newman and Brown (1996) have presented a helpful principle for evaluation: Evaluate as you’d like to be evaluated yourself. Let’s check out more of their principles for evaluation.
- Autonomy. Normally autonomy is seen as a negative right, right? 😉
But autonomy can also be seen as positive, right for something. In a way, autonomy of pupils is greatly damaged in school evaluation: They usually don’t have say are they evaluated or not. Yet, by developing self-assesment, we can offer a path for pupils to have an impact on how they are evaluated
(more about this in future posts).
- Avoiding harm. Teacher, especially in a school environment, has a lot of pedagogical power. Thus, teachers should avoid unneccessary side-effects of evaluation by weighing which evaluation methods maximize positive impacts.
And one should keep in mind that pupils’ mental harm, stress wouldn’t rise too high as a result of evaluation(s).
- Doing good. Evaluation might feel cruel and repressive use of power. Especially since pupils are only just developing their self-esteem. Some pupils have the notion that a well-performing student equals a ‘good’ person. And through evaluation teachers might label someone as ‘good’ or ‘bad’. That’s a responsibility not to be taken lightly.
- Fairness. Equal, non-favoring and multiple angles incorporating evaluation is the key.
- Loyalty. Teacher should be trustworthy and accountable, that’s a given. But one might question loyalty when considering expectations of a pupil, parents, community, country etc. Where should teacher’s loyalty first and foremost lay?