Abstract
Four classroom realities which define the richness and complexity of classrooms and teachers’ lives provide a useful context for considering the nature and dimensions of classroom evaluation. First, classrooms are both social and academic environments. To survive and succeed, teachers need to know their students’ social, personal, linguistic, cultural, and emotional characteristics, as well as their academic ones, since decisions about managing, monitoring, and planning require knowledge of a broad range of student characteristics. Second, the classroom is an ad hoc, informal, person-centered, and continually changing environment that calls for constant teacher decision-making about classroom pace, instruction, learning, and the like (xi18|Doyle, 1986). Third, many of the decisions that confront teachers are immediate, practical ones that focus on particular students and particular contexts. Fourth, teachers are both evaluators and participants in the classroom society, both of which can influence their objectivity in planning, implementing, and applying classroom evaluations (Airasian, 2001).
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Airasian, P.W., Abrams, L.M. (2003). Classroom Student Evaluation. In: Kellaghan, T., Stufflebeam, D.L. (eds) International Handbook of Educational Evaluation. Kluwer International Handbooks of Education, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0309-4_32
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