Measurement Strategies in School Setting

MeasurementStrategies in School Setting

MeasurementStrategies in School Setting

Ideally,instructorsandinstitutionsshould havesharedsetsof metrics by which to determinetheeffectiveness of their teaching.Effectiveteachingincludesactivitiesthat promotelearningandcomprehensionamong students.Itencompassesallbehaviorsof theinstructorsto fosterlearningandattaintheobjectivesof thelearninginstitution(Henderson etal.,2014). Thispaperexemplifiesthereasonsfordevelopingthemeasurementstrategiesto determinetheeffectiveness of instructionsas wellas planningfutureinstructionsforstudentswith physicaldisabilitiesandotherhealthimpairments (Bertk, 2005).

Measuringstrategiesassisttheinstructorto ratetheeffectiveness of theteachingtoolandmethodology usedin teaching,as wellas measuringthelevels at which thelearnersunderstoodtheinstructionsissued.Additionally, measuringstrategiesare importantin identifyingthekeyareasthat remainproblematicandnot wellunderstood,allowingtheinstructorfocusmoreon suchareas,therebypromotingoptimal students’performance(Bertk, 2005). Foreducatorsattemptingto meetthediverserangeof learningneedsespeciallylearnerswith disabilities,applicationof untested methodsmay be misleading.Instructorsin suchsettingsshould not applyuntested performancemeasurementstrategiessince theyleadto unrealisticandunreasonableexpectations among instructors.Thesestrategiesalsokillthelearningmoraleof learnerswith disabilities(Henderson etal.,2014). Assuch,instructorsshould usetheevidence-based practice,an instructional strategythat has hadconsistentpositiveexperimentalresultsamong learnerswith disabilities.Owingto my experiencein education,I would employthequasi-experimental orsingle-subject design,whereI considerspecificdifficultiesof individualstudentpromotingpersonalized improvedperformance(Bertk, 2005).

Asaforementioned, measuringstrategiesassistin measuringtheeffectiveness of theteachingtoolappliedby theinstructor,measurethelevel of understandingandidentifythekeyareasnot comprehendedby students.Thebestapproachto usein a classof personswith variousdisabilitieswould be theevidence-based practice,which catersforindividualperformanceof eachlearner,therebyimproveperformance.

References

Bertk,RA. (2005). Survey of Twelve Strategies to Measure Teachingeffectiveness. Retrieved fromhttps://www.apgo.org/binary/2012%2012c%20Survey%20of%2012%20Strategies%20to%20Measure%20Teaching%20Effectiveness.pdf

Henderson,C., Turpen, C. Dancy, M. Tricia Chapman, T. (2014). Assessmentof teaching effectiveness: Lack of alignment between instructors,institutions, and research recommendations.Retrieved fromhttps://journals.aps.org/prstper/pdf/10.1103/PhysRevSTPER.10.010106