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Instructional Performance Evaluation and Growth System

Instructional Performance Evaluation and Growth System (IPEGS) offers a balance between structure and flexibility. This means that it describes expected desires and provides necessary guidance to effective practice, thus allocating a chance for innovativeness and personal initiatives. Instructional performance evaluation and growth systems main objective is to provide support for continuous development of professionals through evaluation, assessment, monitoring, and using pertinent information within a particular system of useful feedback or positive response. The system ensures improved quality of instructions through accountability for classroom performance and it offers a foundation for instructional improvement through productive instructional personnel appraisal and professional development (McCaffrey, 2007).

The type of graded activities and variety of assessment activities from which the marking period grade is derived is the use of tests. The research shows that tests have been used to make comparisons among students and also determine what they have learned in a given period of time. The use of tests helps in measuring the students performance in both reading, writing, mathematics, and science and it’s the best method used in instructional performance evaluation and growth systems compared to other methods or activities because of its reliability and validity. Therefore, the use of the test as marking grade period was effective because it provided an overview of students’ performance in key fields of learning on a yearly basis, thereby, being the foundation of statistical analyses of students and the general performance of the school over a period of time. The use of tests was effective because it motivated the teaching process through the coverage of a broad curriculum within the areas to be tested, for instance, this required that students respond to a range of different written tests so that their reading abilities could be assessed in order to produce two different types of writing abilities without any notice of the form, reason, or audience; and to apply mathematical and scientific skills and knowledge. The type of management system used in this marking grade period is a handwritten grade book, which involves the calculation of marking period grades based on the scale. For example, the management system requires that tutors define their own categories and weight such as assignments carrying thirty percent, takeaways forty percent, student’s participation in class add up to twenty percent, and finally, exams carrying ten percent.

Students with special needs and second language learners give teachers or tutors tough challenges when it comes a time for the establishment of grading policies and reporting formats. These students are graded the same way as their counterparts who are normal. Teachers take these students in their classes and motivate them, and with the assistance of the special education teachers, work hard to achieve success.

Strategies teachers utilize to provide meaningful feedback to students include presenting concepts and ideas at different levels of difficulties for students from various levels, offering a variety of activities so as to meet the different students learning methods, cultural, and linguistic backgrounds. Another strategy used by teachers in providing a useful response to students involves using the available and necessary school, family, and community resources to assist in attending and meeting all the students learning desires. For students’ future success, teachers are therefore advised to recognize and address the requirements of their students by showing respect for each persons differences, beliefs or culture, persons background, and learning styles. This could be achieved by caring for each student, taking time to listen to each student’s needs, and trying to learn more concerning the different cultures and communities of different students.

References

McCaffrey, D. (2007). Value-added assessment in practice: lessons from the Pennsylvania Value-Added Assessment System pilot project. New York: Rand Corporation.