Models of Educational Evaluation: How can they Inform Self-Evaluation Practitioners?

Self-evaluation practitioners may benefit from the knowledge accumulated in the field of educational evaluation. Although not all models and approaches are applicable to teacher self-evaluation, they are presented in this chapter for several reasons: (a) they are likely to enrich the professional perspective of self-evaluators, (b) they provide teachers with conceptual frames of reference and guidelines for the selection of goals, means, and feedback procedures in the process of self-evaluation, and (c) they provide a broad spectrum within which self-evaluation may be placed, so as to emphasize that it constitutes only one aspect of the overall evaluation practices.