Continuous and Comprehensive Evaluation (CCE)

Continuous and Comprehensive Evaluation (CCE)

Continuous and Comprehensive evaluation refers to a system of school based assessment that covers all aspects of student’s development. It emphasizes on two fold objectives.

1. Continuity in evaluation and assessment of broad based   learning.
2.  Behavioral out come.

Assessment should focus on the learner’s ability to:

      Learn and acquire desired skills related to different subject 
     areas

        Develop child’s individual skills, interests, attitudes and 
     motivation

        The changes taking place in child’s learning, behaviour and
   progress  over a  period of time

        Respond to different situations and opportunities both in and 
  out of  school

        Apply what is learnt in a variety of environment, 
   circumstances and situations

        Work independently, collaboratively and harmoniously

        Analyze and evaluate

        Be aware of social and environmental issues

        Participate in social and environmental projects

        Retain what is learned over a period of time

GOOD ASSESSMENT

v        Use a variety of ways to collect information about the learner’s learning and progress in all subjects.

v  Collect information continuously and record the same.

v  Give importance to each learner’s way of responding and learning and time it takes to do so.

v  Report on a continuous basis and be sensitive to every learner’s response.

v  Provide feedback that will lead to positive action and help the learner to do better

CAUTION ! IN ASSESSMENT

ü  Don’t label  learners  as slow, poor, intelligent etc..

ü  Don’t make comparisons between them.

ü  Don’t make negative statement

WHY  CONTINUOUS   COMPREHENSIVE  EVALUATION ?

External Examinations

            “are largely inappropriate for the knowledge society of the 21st century and its need for innovative problem solvers.”

           

Ø  Evaluation of Scholastic learning only on marks.

Ø  Ability of child not evaluated.

Ø  Limited Techniques of Evaluation do not identify

                learner’s level of attainment.

Ø  Resulting in Pass/Fail.

Ø  Causing frustration and humiliation

(a)Objectives Of CCE

       To develop cognitive, psychomotor and affective skills

      To lay emphasise on thought process and de-emphasise memorization

      To make evaluation an integral part of teaching-learning process

      To use evaluation for improvement of students achievement and teaching-learning strategies on the basis of regular diagnosis followed by remedial instructions

      To use evaluation as a quality control device to maintain desired standard of performance

      To make the process of teaching and learning a learner-centered activity

(b)FEATURES OF CCE

      The continuous aspect of CCE takes care of evaluation of students in the beginning and during the instructional process

      The comprehensive component of CCE takes care of assessment of all round development of the child’s personality. It includes assessment in Scholastic as well as Co-scholastic aspects of the pupil’s growth

Formative Assessment  

ž  Assessment which is carried throughout the year by the teacher formally and informally in a non threatening, supportive environment.

ž  It is diagnostic and remedial.

ž  Makes provision for effective feed back

ž  Provides a platform for the active involvement of students in their own learning.

ž  Enables teachers to adjust teaching to take account of the results of assessment.

ž  Recognises the need for students to be able to assess themselves and understand how to improve.

Features of Formative Assessment

                                                            Diagnostic

For the Teacher                                                                  For the Student

Ø  Informs teacher where the                                Helps student identify the problem areas

need/problem lies.                                                      

Ø  Focus on problem area.                                     Provides feedback and support.

                                                             Remedial

Helps teacher give specific feedback.                       Helps to improve performance. 

Provide relevant support                                            Provides opportunity to improve            

Plan the next step.                                                       performance.

Formative assessment (FA) will comprise of :

•          Class work

•           Homework

•           Oral questions

•           Quizzes

•           Projects

•           Assignments/Tests

Summative Assessment

•          It is carried out at the end of a course of learning. It measures or ‘sums-up’ how much a student has learned from the course.

•          It is a graded test which is marked according to a scale or set of grades

•          It is traditional way of evaluating student work

•          It is carried out at intervals when achievement has to be summarized and reported

SUMMATIVE ASSESSMENT(SA)

Will be Term End Examination:

•          Curriculum and syllabus as circulated by the board.

•          Question papers to be prepared by schools

•          Exam to be conducted by schools.

•          Evaluation of Answer scripts will be done  within the school.

Characteristics of School Based CCE

It provides teachers to know about the   learners                                        

in:

–      What they learn?

–      How they learn?

–      What type of difficulties they face in learning?

–      What do the children think and feel?

–      What are their interests and dispositions?

Value Systems

Values are determining qualities of life.

Article 51A of the Indian Constitution—   Fundamental Duties – provides the most comprehensive list of values that should be inculcated by every Indian citizen.

There are 10 principles;

1. To abide by the constitution  and respect its ideals and institutions, the National Flag and the National Anthem.
2. To cherish and follow the noble ideals which inspired freedom struggle.
3. To uphold and protect the sovereignty, unity and integrity of India
4. To defend the country and render national service when called upon to do so.
5. To promote harmony and spirit of unity, brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to remove the practices derogatory to the dignity of women.
6. To value and preserve the rich heritage of our culture.
7. To protect and improve natural environment.
8. To develop scientific temper and the spirit of enquiry.
9. To safeguard public property and to abjure violence.
10. To strive towards excellence in all spheres of individual and collective activity which leads to higher level of performance.

Co-Curricular Activities

(Assess the student in any two areas)

The teacher will record the two activities from the following

•          Literary and Creative Skills

•          Scientific Skills

•          Information and Communication Technology (ICT)

•          Information and Communication Technology (ICT)

Health and Physical Education

Health Education needs to be assessed on the basis of:

•        Basic understanding about health.

•        Physical fitness.

•        Attitude development.

•        Participation in Health and Wellness Club 

  activities.

Tools and Techniques of Evaluation

             Tools                                                                    Techniques

1. Examination                                                         1. Questions

2. Observation                                                         2. Assignments

3. Tests and inventories                                         3. Quizzes and Competitions

4. Checklist                                                                4. Projects

5. Rating scale                                                           5. Debates

6. Anecdotal records                                                6. Elocution

7. Document analysis                                                7. Group discussions

8. Portfolio                                                                  8. Club activities

                                                                                       9. Experiments

                                                                                       10. Research

Portfolio

Ø  It is the collection of evidence of students’ work over a period of time

                 Advantages of Portfolio

Ø  Provides a cumulative record of growth and development of a skill or competence in an area over a period of time.

Ø  Enables a student to demonstrate to others, his/her learning and progress.

Ø  Student becomes an active participant in the learning and assessment process.

Ø  Student becomes an active participant in the learning and assessment process.

              Concern regarding Portfolio

Ø  Selected work to be put into the Portfolio, should have a specific reason.

Ø  Not all papers/items of work are to be included. This will become unmanageable

Portfolio can include

Ø  Photographs:  Provides an insight into the child’s emotional, social and psychological aspects of development

Ø  Painting and other examples of artistic endeavour : Provides evidence of a learner’s abilities, thoughts and attitudes.

Ø  Audio – Video Recordings: Specific situation over a time span to cover important processes and aspects that can be recorded and analyzed later.

Ø  Self Assessment Sheets: Portfolio to provide evidence of the learner’s self evaluation.

Ø  Peer Assessment Sheets: Excellent  for assessing  in team and group based activities, social projects and peer related behaviour. Can be incorporated into the learner’s Portfolio to provide evidence of the learner’s social Life skills.

Ø  Parent Assessment Sheets:  Can be incorporated into the learner’s Portfolic to provide evidence of evaluation done by the parent.

Check list on Classroom Interaction and Teacher Performance

All aspects of a Teacher’s job performance can be organised around six domains covering all aspects of a teacher’s job performance

            A. Planning and Preparation for Learning

            B. Classroom Management

            C. Delivery of Instruction

            D. Monitoring, Assessment, and Follow-Up

            E. Family and Community Outreach

            F. Professional Responsibilities

The Check list uses a four level rating scale as noted below:

(i) Expert – 4 -  A truly outstanding teaching that meets  very  demanding criteria

(ii) Proficient – 3 - The Proficient level describes solid,        expected professional performance;                                              teachers should feel good about scoring at this level.

 (iii) Needs  Improvement – 2-    Indicates that performance has real                                               deficiencies and nobody should be content  to remain at this level.

  (iv) Does not Meet Standards-1-  Unacceptable performance and needs to be                                   improved immediately.

•       The checklist are designed to give teachers an end-of-the-year assessment of where they stand in all performance areas and detailed guidance on how to improve.

•       Regular, un-announced mini-observations followed by face-to-face conversations are the best way for principals to have an accurate sense of teachers performance, give formative praise and suggestions and listen to push-back.

•       This creates a clear graphic display of overall performance areas for commendation and areas that need work.

•       Evaluation conferences are greatly enhanced if the principal and teacher should aim for consensus based on actual performances.

•       Principals should go into the evaluation process with some humility and teacher should be open to feed back from some one with an outside perspective.

Parameters of Effective Monitoring, Assessment and Follow-Up

An Expert Teacher should utilize

1. Criteria – Posts and reviews the criteria for proficient work, including exemplars for students to internalize them.
2. Diagnosis – Gives students a well constructed diagnostic assessment up front, and uses the information to fine-tune instruction.
3. On-the-Spot – Uses a variety of effective methods to check for understanding; immediately remove confusion and clarifies.
4. Self-Assessment – Students set ambitious goals, continuously self assess, and take responsibility for improving performance.
5. Recognition – Frequently posts students’ work and uses it to motivate and direct effort.

A Teacher who does not Meet standards

1. Expects students to know (or figure out) what it takes to get good grades.
2. Begins instruction without diagnosing students' skills and knowledge.
3. Uses ineffective methods ("Is everyone with me?") to check for understanding.
4. Allows students to move on without assessing and improving problems in their work.
5. Posts only a few samples of student work or none at all.

An Expert Teacher should utilize

6. Interims – Works with colleagues to use interim assessment data, fine tune teaching, re-teach, and help struggling students. (link with CRC and BRC reviews) (CPE)
7. Tenacity – Relentlessly follows up with struggling students with personal attention to reach proficiency.
8. Support – Makes sure that students who need specialized diagnosis and help receive appropriate services immediately.
9. Analysis – Works with colleagues to analyze and chart assessment data, draw action conclusions, and share them with others. (peer group activity for professional empowerment)
10. Reflection – Works with colleagues to reflect on what worked and what didn't and continuously improves instruction. (CPE - professional empowerment)

A Teacher who does not Meet standards

6. Gives tests and moves on without analyzing them and following up with students.

7. Tells students that if they fail a test, that’s it; the class has to move on to cover the curriculum.

8. Fails to refer students for special services or refers students who do not need them.
9. Records students’ grades and moves on with the curriculum.

10. Does not draw lessons for the future when teaching is unsuccessful.

An Expert Teacher should have

6. Homework – Assigns highly engaging homework, gets close to a100% return, and provides rich feedback. (link with CCE)
7. Responsiveness – Deals immediately and successfully with parent concerns and makes parents feel welcome any time. (ensure maximum involvement of parents)
8. Reporting – In conferences, report cards, and informal talks, gives parents detailed and helpful feedback on children’s progress. (link with Class PTA/Mother PTA and SMC)
9. Outreach – Is successful in contacting and working with all parents, including those who are hard to reach. (special care for parents of CWSN and weaker sections)
10. Resources – Successfully enlists classroom volunteers and extra resources from homes and the community. (ensure School and public participation/local authority)

A Teacher who does not Meet standards

6. Assigns homework but is resigned to the fact that many students won’t turn it in, and doesn't follow up.

7. Does not respond to parent concerns and makes parents feel unwelcome in the classroom.

8. Gives out report cards and expects parents to deal with the areas that need improvement.
9. Makes little or no effort to contact parents.

10. Does not reach out for extra support from parents or the community.

THE CONSTITUTION OF INDIA

                               THE CONSTITUTION OF INDIA

WE, THE PEOPLE OF INDIA, having solemnly

resolved to constitute India into a 1[SOVEREIGN

SOCIALIST SECULAR DEMOCRATIC REPUBLIC] and

to secure to all its citizens:

JUSTICE, social, economic and political;

LIBERTY of thought, expression, belief, faith and

worship;

EQUALITY of status and of opportunity;

and to promote among them all

FRATERNITY assuring the dignity of the individual

and the 2[unity and integrity of the Nation];

IN OUR CONSTITUENT ASSEMBLY this twenty sixth

day of November, 1949, do HEREBY ADOPT,

ENACT AND GIVE TO OURSELVES THIS

CONSTITUTION.

FACULTY DEVELOPMENT, TEACHER ACCOUNTABILITY AND THE STUDENTS’ RIGHTS FOR QUALITY EDUCATION

                                                   Education must equip present and future generations to tackle the challenges facing the twenty-first century, such as the struggle against poverty and illiteracy, the erosion of identity and values, exclusion, discrimination, violation of human rights, the contamination of our environment, the depletion of natural resources, unbridled consumerism, the digital divide, as well as conflicts, tensions, insecurity and unprecedented accelerated change at all levels and in all forms. Education is not only a human right. It is also and above all the foundation of all the aspects of development in the respect that it contributes to reducing poverty, spurring the economy, promoting health, protecting the environment, acquiring new technologies and scientific knowledge, promoting democratic culture and good governance

                                                                 In spite of many past and on-going reforms, education is still not always keeping abreast of these challenges, which are intrinsically linked to the United Nations Millennium Development Goals (MDGs) and to the four pillars of learning advocated by the UNESCO’s International Commission on Education for the Twenty-first Century: learning to know, learning to do, learning to be and learning to live together. (Elizabeth Khawajkie and Pierre Luisoni, UNESCO). Students are keen to develop the maximum of their potential, their creativity and imagination in order to become responsible citizens of society and of the world at large—a world free of discrimination, hatred and violence. They want: teachers who are stimulating; access to technology and information; and a relevant curriculum. Quality Education is one of the key goals of Education for All and it is important for the twenty first century.

“Quality education for all will be our biggest challenge and also our greatest

hope”. (Koichiro Mastuura, Director General, UNESCO)

A number of concerns for quality education emerged and the students’ messages can be presented under the following areas:

Quality education:

Ø is important for the twenty-first century;

Ø requires competent teachers;

Ø means stimulating and participatory learning;

Ø implies a relevant and meaningful curriculum;

Ø needs improved teaching and learning materials;

Ø requires support from within the institution;

Ø means social inclusion and gender equality;

Ø requires attractive, safe, inspiring and well equipped institutions;

Ø must have support from within the community

There is thus an urgent need to focus on providing quality education for all in order to enable tomorrow’s decision-makers to have a healthy, peaceful and bright future. But to what extent are the needs and aspirations of the students themselves, the main actors in the learning process, taken into account?

                                                    Faculty development, or staff development as it is often called, has become an increasingly important component of quality education. Staff development activities have been designed to improve teacher effectiveness at all levels of the education. (E.g. undergraduate, postgraduate and professional education) and diverse programs have been offered to health care professionals in many settings. (Yvonne Steinert)

·        “Teachers should be accountable for their performances. We need teacher accountability”.

·        “All students have the right to a quality education”.

                                                    These are the slogans raised by the parents and students in different parts of the world. The concern of parents and society at large should be considered seriously. “There is little hope of advancing the quality aspects of education unless the teacher revives commitment to his/her profession and is also given a place of honour and recognition in society”. (Zobaida Jalal, Education Minister, Pakistan)

Need and Significance

Who is most benefitted from the Academic enrichment programmes of Faculty members of Higher education institutions? This is a very serious question when we consider the rights of students for quality education. All over the world there are many enrichment programmes offered by different Govts. or Govt. agencies. The basic idea to provide in service education/ Faculty development programmes at the expense of governments by giving incentives or additional wages is to ensure quality education to the youths and to equip them with latest developments in the field of Higher Education. Every civilized society shows a commitment towards its coming generations. It is on the basis of this principle that the Govts. try to ensure all type of enrichment programmes for faculty members in the field of Education. But when we consider its outcomes, it is very doubtful that whether it serves the real purpose. Most of the Faculty members forget the basic idea that their enrichment programmes are for the students and consider as a right to get incentives/additional wages or for getting timely promotions. These observations from the part of the researcher prompt him to collect information on this issue and analyse its different dimensions. 

Statement of the Problem:

The project topic is entitled “Faculty Development, Teacher Accountability and the students’ rights for Quality Education”

Meaning of terms:

Faculty development

Faculty development programs (FDPs) are especially important in adapting faculty members to their changing roles in initiating and setting the directions for curricular changes. These programs can be a powerful tool to constitute a positive institutional climate and can range from basic orientation programs for new faculty members to Refresher/Short term courses in different disciplines to others. Overall, the aim of all these programs is to support educators in adapting to changing missions of teaching and to enhance the efficiency and performance of their teaching skills while improving work satisfaction and teaching confidence by developing good teachers

Accountability

·        The dictionary meaning (e.g., Webster’s 7th New Collegiate Dictionary) of accountability and its near relatives suggests that to be accountable means being subject to giving an account, being answerable, and capable of being accounted for. The term “account” entails giving a report on, furnishing a justifying analysis or explanation, providing a statement of explanation of one’s conduct, offering a statement or exposition of reasons, causes, grounds, or motives, or simply providing a statement of facts or events.

·        Accountability is a concept in ethics and governance with several meanings. It is often used synonymously with such concepts as responsibility, answerability, blameworthiness, liability, and other terms associated with the expectation of account-giving.

Students’ rights

Students’ rights are those rights which protect students, here meaning those persons attending schools, universities and other educational institutions. The level of rights accorded to students, whether legally or by convention, varies considerably around the world.

Quality Education

·        Quality itself has been defined as fundamentally relational:  Quality is the ongoing process of building and sustaining relationships by assessing, anticipating, and fulfilling stated and implied needs.

·        “A quality education has the power to transform societies in a single generation, provide children with the protection they need from the hazards of poverty, labor exploitation and disease, and given them the knowledge, skills, and confidence to reach their full potential.” (Audrey Hepburn)

Objectives of the study:

·        To analyse the relationship of Faculty Development, Teacher accountability and the rights of students’ for quality education.

·        To analyse the ways to ensure teacher accountability in Higher Education sector.

Methodology:

   The main objective of the study was to collect information about the purpose of Faculty development programmes and its corresponding impact on student achievement. Review of literature on the topic was done mainly make use of the internet resources. The materials collected were arranged properly and analysed with a critical view point.

Analysis and interpretations

    An analysis of related literature was made with a critical view point to find out the relationship of Faculty Development programmes and its impact on students’ needs and also to give some suggestions to ensure Teacher accountability. The details of the analysis are given below:

·        Carefully coordinated faculty development programmes are a critical component of teaching and learning improvement.  The FDPs aim to help faculty construct a personal linkage between their professional needs in teaching and research as well as with the needs and aspirations of students and society for quality education. Such development programmes should emphasize teaching, learning, curriculum, discovery, and the needs of faculty and students. Efforts to create a quality teaching force include new approaches to accountability, designed and implemented through teacher leadership and the participation of large numbers of teachers.

·        Accountability in education, especially in the current context of multiple reforms and restructuring, is a rather muddled concept. One needs only listen to snippets of the current educational reform dialogue to realize that “accountability” has many meanings for political leaders, education officials, teachers, parents, community and business leaders, and the general public. Accountability is multi-faceted: it involves responsibility, authority, evaluation and control

·        Accountability involves responsibility, but there are many basic differences in these two words:

Responsibility

Accountability

•         Implies holding a specific office, duty, or trust •         The focus is on what can and should do; an individual’s personal integrity with respect to a specific task •         “I-Centered” •         One has a clear duty to perform an action and take care to carry it out •         While being responsible always has other persons in mind, the focus of meaning is upon the individual’s effort, duty, and obligation •         We call someone responsible when we judge the person’s motives, intentions, and carefulness with respect to the task •         Responsibility: "I’ll do it. •         A sense of obligation, commitment, etc.

•         Implies imminence of retribution for unfulfilled trust or violated obligations •         The focus is more upon what others expect from the person who is accountable •         “Other-Centered” •         Includes judgment and the extent of judgment for the success or failure to do, complete, or protect that for which a person is held accountable •         Accountability always assumes a prior responsibility for we always lay out what we expect before we can lay out what the consequences will be for failure to meet the expectations •         Refers to how the individual will be judged and thus either rewarded or punished •         Accountability: "I’ll pay a price if I don’t do it right”. •         Accepting personal liability for one’s actions, accepting one’s actions and the consequences

•         Strengthen teachers’ professional and self-accountability by linking registration to the re-demonstration of competence. Parents saw this as the most effective form of accountability for teachers. They would be required to demonstrate competence over time, to hold themselves to account for fulfilling competence requirements and their practice would be comparable with professionals both locally and nationally. Professional accountability was seen as the bedrock of all other forms of accountability and parents felt that it complemented all other forms of accountability.

Benefits from accountability arrangements in teaching:

For Students:

•         Being treated as individuals

•         Having their development need supported

•         Being treated more fairly

•         Getting the education they deserve

For Teachers:

•         Having their performance monitored

•         Increasing motivation

•         Enhancing quality of Teaching

For others:

•         Ensuring ‘value for money’ for tax payers

•         Measuring  a school’s performance

•         Ensuring a peaceful community

·        UNICEF (Docu.2000) takes a broader perspective on quality education and declared: “Children have a right to an education, a quality education”. Quality education includes:

•         Learners who are healthy, well-nourished and ready to participate and learn and supported in learning by their families and communities.

•         Environments that are healthy, safe, protective and gender-sensitive, and provide adequate resources and facilities.

•         Content that is reflected in relevant curricula and materials for the acquisition of basic skills, skills for life, and knowledge in such areas as gender, health, nutrition, and peace.

•         Processes through which trained teachers use Learner-centred teaching approaches in well-managed classrooms and schools and skilful assessment to facilitate learning and reduce disparities.

•         Outcomes that encompass knowledge, skills and attitudes, and are linked to national goals for education and positive participation in society.

This definition allows for an understanding of education as a complex system embedded in a political, cultural and economic context.

Conclusion and Suggestions:

·        As technology, pedagogy and practice change so rapidly, faculty professional development may need to be ongoing. To leverage the creativity of faculty and staff—to turn their intellectual and social imaginations to the task—institutions need to provide systematic encouragement and assistance through comprehensive faculty development programs. In order for higher education to ensure that productive teaching and learning exchanges occur across generations of learners, these different mindsets may need to be reconciled.

·        Systematic assistance from the peers needed for faculty development and to strengthen accountability of teachers. Such assistance includes sorting out ways in which new techniques or procedures relate to possible changes in course goals, outcomes and the incorporation of interdisciplinary agendas.

·         Accountability is a shared responsibility between students, teachers, parents, administrators, policymakers, and researchers. Also, the majority of educators feel that they should be held accountable for highly qualified teaching. What highly qualified teaching consists of varies among researchers, but one characteristic that is consistent is that teachers should not be solely responsible for student achievement.

·        Accountability in public education must be developed through a process of negotiation among all participants and stakeholders. Accountability between students and teachers, teachers and parents, and students and parents, cannot exist without mutually acknowledged relationships and responsibilities among the parties involved.

·        The accountability of teachers may be strengthened through peer assistance and review systems because they are jointly supervised by boards of teachers and administrators, gauge teacher competence with more useful measures, and emphasize assistance and personal growth rather than punishment.  Reward may be ensured for exemplary teachers by giving them leadership roles that provide extra compensation and opportunities to improve the teaching profession.

·        Quality education is one of the rights of students and one who receives incentives/ additional wages for Faculty Development Programmes may be accountable to enhance the quality of educational programmes of the stake holders and to the tax payers in general. There is a tendency among several Faculty members at Higher Education sector to present/ publish research papers in seminars/journals and to do research at various levels at the expense of the society and consider everything as their personal right, forgetting the institution/students they belong.

·        It is very difficult to ensure accountability and quality in education from the part of teachers towards the students and society through administrative processes. We can rate the individual achievements of a teacher but his contributions to qualitative education and student success may not be evaluated. If there will be any teacher evaluation programme from the administrative side, the chance for misusing the same will be very high. So every faculty development programme should develop a sense of commitment among teachers. Therefore need based (considereing students’ needs) orientation/ refresher/short term courses should be provided to the Faculty members.

·        An impact study may be conducted to find out the effectiveness of faculty development programmes and the quality of education.

References:

• Anne H. Moore, John F. Moore, and Shelli B. Fowler (2004) Faculty Development for the Net Generation, Virginia Polytechnic Institute and State University
• Barnett Berry, Laura Turchi & Dylan Johnson (2003). The Impact of High-Stakes Accountability on Teachers’ Professional Development: Evidence from the South. North Carolina

·        Bullough, R. V. Jr., Clark, D. C., & Patterson, R. S. (2003). Getting in step:

Accountability, accreditation, and the standardization of teacher education      in the United States. Journal of Education for Teaching, 29(1), 35-51.)

• Daniel F. McCaffrey & Lockwood, J.R (2010). The future accountability of teachers (http://www.gtce.org.uk/133031/133036/139594/accountability_of_teachers)

• Dennick, R (2003) .Long-term retention of teaching skills after attending the Teaching Improvement project: a longittudinal, self-evaluation study. Med Teacher 25: 314–318
• Elizabeth Khawajkie (2005). Young People speak on Quality Education. UNESCO, Paris

• Jeanette Colby, Miske Witt and Associates (2000). Educational Accountability: Issues and Alternatives. A publication of UNICEF

• Hanna Alaniska, Esteve Arboix Codina & Janet Bohrer (2006). Student involvement in the processes of quality assurance agencies. European Association for Quality Assurance in Higher Education , Helsinki

• Kelli Ballard and Alan Bates (2008). Making a Connection between Student Achievement, Teacher Accountability and Quality Classroom Instruction. The Qualitative Report Volume 13 Number 4. Nova Southeastern University.

·        Kleinhenz, E., & Ingvarson, L. (2004). Teacher accountability in Australia: Current policies and practices and their relation to the improvement of teaching and learning. Research Papers in Education, 19(1), 31-49

• Linn, R. L. (2003). Accountability: Responsibility and reasonable expectations. Paper presented at Presidential Address of the American Educational Research Association. Chicago.

Websites:

·         http://www.answers.com/topic/accountability#ixzz1gr8lguov

·        http://www.educause.edu/apps/er/erm00/articles005/erm0051.pdf

·        http://edr.sagepub.com/content/38/3/181

·        http://edr.sagepub.com/content/40/4/175

·        http://edr.sagepub.com/content/40/3/103

·        http://edr.sagepub.com/content/40/3/95