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A performance evaluation system is a systematic way to examine how well an employee is performing in his or her job. If you notice, the word systematic implies the performance evaluation process should be a planned system that allows feedback to be given in a formal—as opposed to informal—sense.

There are some reasons why a systematic performance evaluation system should be implemented:

Design of a performance evaluation system

There are several things to consider before designing or reviewing an existing performance evaluation system. Some researchers suggest that the performance evaluation system is perhaps one of the most important parts of the organization (Lawrie, 1990). Suppose we can create a performance evaluation system that adds value to the organization and the employee. When designing this process, we must recognize that any process has its limitations, but if we plan it correctly, we can minimize some of them.

The first step in the process is to determine how often performance evaluations should be conducted. Keep in mind that managers should constantly be sending feedback to employees, and this process is a more formal way of doing it. Some organizations choose to do performance reviews once a year, while others do it twice a year or more. The advantage of doing a twice-yearly review, of course, is more feedback and opportunity for employee development.

Each organization, regardless of its size, type of product or service, belonging to the public or private sector strives to be effective. For this purpose, various returns a monitoring system is being developed, starting with the traditional financial system, management systems, and ending with complex strategic management systems, which provide the ability to monitor such important aspects of the organization's success.

As they are:

Charles Lusthaus (Lusthaus, 2002), in summarizing the research related to the results of organizational transformation, there are four levels of activity:

By and large such division can be contracted in two levels: the individual and the organization (sub-organization),the performance indicators at the organizational and individual level, although they are linked in a natural and organic way, but, nevertheless, are measured in different dimensions.

Performance measurement, in one or another form, is spread across various management disciplines:

Organization-level indicators prevail in Strategic management systems, both

organizational level and individual level performance indicators can be found in

Quality management and Process improvement systems, and individual level.

For an educational institution there are agreements that will achieve educational quality. Which are presented below:

Agreement 444.

Establishing the competences that constitute the common curricular framework of the National Baccalaureate System.

The competences referred to in this Agreement are part of the Common Curricular Framework that supports the National Baccalaureate System (SNB), the axis around which the Comprehensive Reform of Upper Middle Education is carried out.

The purpose of this Agreement is to establish for the higher average rate:

I. The generic competences;

II. Basic disciplinary competencies, and

III. The aspects that must be considered for the preparation and determination of the

extended disciplinary skills and professional skills.

Generic Competencies

The generic competences that must articulate and give identity to the EMS and that constitute the profile of the SNB graduate are those that all high school graduates must be able to perform; they enable them to understand and influence the world; they enable them to continue learning autonomously throughout their lives, and to develop harmonious relationships with those who

surround.

Disciplinary competencies

Disciplinary competencies are the notions that express knowledge, skills and attitudes that are considered the minimum necessary in each disciplinary field for students to develop effectively in different contexts and situations throughout life.

Professional skills

Professional competencies are those that prepare young people to perform in their working life with greater chances of success, while supporting generic competencies.

Agreement 447

By which the teaching competencies for those who teach upper secondary education in the school modality are established.

The competencies and their main attributes that must define the SNB Teacher Profile are those established below:

1. Organize your continuous training throughout your professional career.

2. Master and structure the knowledge to facilitate meaningful learning experiences.

3.Plans the teaching and learning processes according to the competency-based approach, and places them in broad disciplinary, curricular and social contexts.

4. It implements teaching and learning processes in an effective, creative and innovative way in its institutional context.

5. Evaluate the teaching and learning processes with a formative approach.

6. Build environments for autonomous and collaborative learning.

7. Contributes to the generation of an environment that facilitates the healthy and comprehensive development of students.

8. She participates in the continuous improvement projects of her school and supports institutional management.

The Methods of Measuring Learning Outcomes and Value Added Grid provides a way to categorize the range of methodologies that can be used to answer the broad question, what knowledge and abilities have students acquired from both their academic work .

There are, in fact, a number of ways of classifying these methods (e.g., whether they yield quantitative or qualitative data; whether the approach will be experimental, quasi- experimental, or correlational). 

The Methods of Measuring Learning Outcomes and Value Added Grid, however, was built specifically to respond to concerns .

 the grid includes a range of methodologies. However, the methods do vary in the kind and degree of

resources needed to employ them effectively. 

Therefore, the grid categorizes assessment methods along two continua:

Direct and Indirect Measures

Educational research is tricky business. Methodologies that are used to measure student learning each have their own limitations and biases, and no method can be counted on to be completely error free. That is why best practice in educational research dictates triangulating the data.the strongest assessment programs will rely on a mix of direct and indirect measures.

Who Does the Assessment?

There are a number of ways that individual institutions have delegated responsibility for assessing learning outcomes and value added. Surveys, either locally developed ones or standardized instruments (e.g., the National Survey of Student Engagement), are often administered and analyzed by offices of institutional research. Similarly, some units at the university (e.g., the disability office) may run their own surveys. Institutions may have assessment and evaluation centers, put together committees on assessment and evaluation, locate A&E within a teaching and learning center, or call upon the expertise of faculty in the school of education. 

In these cases, assessment may be done by staff members, outside consultants, or both working independently or collaboratively.

Considerations in Using the Grid

As with many institutional efforts, choosing methods to assess learning outcomes and value added is a matter of balancing best practices against the constraints imposed by resources and political will. Faculty can use their classroom and grading practices to collect data that will contribute to assessing student learning, but that will require extra time and effort on their

part. In addition, mechanisms to help them report their findings need to be put in place.

Performance or product evaluation

Here are some:

A checklist is . . .

*A checklist is a tool for identifying the presence or absence of conceptual knowledge, skills, or behaviours.

*Are used for identifying whether key tasks in a procedure,process, or activity have been completed.

*The tasks may be a sequence of steps or include items to verify that the correct sequence was followed.

*You may need to observe the tasks being followed because, in

general, you cannot judge what tasks the learner did from the end product.

*Remember that some attitudes may be indirectly observed. For example, safety attitudes can be observed by seeing if safety equipment is worn.

Characteristics of checklists

1.-Have criteria for success based on expected outcomes

2.-Be short enough to be practical (e.G., One sheet of paper)

3.-Highlight critical tasks

4.-Have sign-off points that prevent students from proceeding without approval, if needed

5.-Be written with clear, detailed wording to minimize the risk of misinterpretation

6.-Be reviewed by other instructors

Checklist example:

A rating scale is a tool used for assessing the performance of tasks, skill levels, procedures, processes, qualities, quantities, or end products, such as reports, drawings, and computer programs.

Characteristics of rating scales:

1.-Have criteria for success based on expected outcomes

2.-Have clearly defined, detailed statements this gives more reliable results. For assessing end products, it can sometimes help to have a set of photographs or real samples that show the different levels of achievement. Students can visually compare their work to the standards provided.

Example:

Anecdotal notes are used to record specific observations of individual student behaviours, skills and attitudes as they relate to the outcomes in the program of studies. Such notes provide cumulative information on student learning and direction for further instruction. Anecdotal notes are often written as the result of ongoing observations during the lessons but may also be written in response to a product or performance the student has completed. They are brief, objective and focused on specific outcomes. 

Notes taken during or immediately following an activity are generally the most accurate. Anecdotal notes for a particular student can be periodically shared with that student or be shared at the student’s request. They can also be shared with students and parents at parent–teacher–student conferences.

The purpose of anecdotal notes is to:

1.-provide information regarding a student's development over a period of time

2.-provide ongoing records about individual instructional needs

3.-capture observations of significant behaviours that might otherwise be lost

4.-provide ongoing documentation of learning that may be shared with students, parents and teachers.

Example:

1.-Rubrics use a set of criteria to evaluate a student's

performance.

2.-They consist of a fixed measurement scale and detailed

description of the characteristics for each level of

performance.

3.-These descriptions focus on the quality of the product or

performance and not the quantity

4.-Rubrics use a set of specific criteria to evaluate student performance. They may be used to assess individuals or groups and, as with rating scales, may be compared over time.

Example:

Learning conversations are particularly effective in helping students make connections. There are a number of ways to keep track of learning conversations. 

For example:

1.-Record the learning conversations by using a digital recording device. Either the teacher or students can download the recording and use audio editing software to identify the most salient parts of the conversation and add them to their portfolios.

2.-Record the learning conversations by video. Either the teacher or students can create the video recording and use video editing software to identify the most salient parts of the conversation and add them to their portfolios.

3.-Record their emerging understandings, working theories, solutions and reflections through a classroom Web site; e.g., chatroom, blogs, wiki. Students can then continue their conversations outside of school, build on each other's ideas, and have a rich record of how their knowledge was built and how deep understanding emerged through open conversation.

A portfolio is a purposeful collection of student work samples, student self-assessments and goal statements that reflect student progress. Students generally choose the work samples to place in the portfolio, but the teacher may also recommend that specific work samples be included. 

The physical structure of a portfolio refers to the actual arrangement of the work samples, which can be organized according to chronology, subject area, style or goal area. The conceptual structure refers to the teacher's goals for student learning. For example, the teacher may have students complete a self-assessment on a work sample and then set a goal for future learning. The work sample self‑assessment and the goal sheet may be added to the portfolio.

Effective portfolios:

1.-are updated regularly to keep them as current and complete as possible.

2.-help students examine their progress

help students develop a positive self-concept as learners are shared with parents or guardians.

3.-are a planned, organized collection of student-selected work.

4.-include a selection of items that are representative of curriculum outcomes, and what the student knows and can do include the criteria against which the student work was evaluated support the assessment, evaluation and communication of student learning.

5.-document learning in a variety of ways—process, product, growth and achievement.

Questioning serves as assessment when it is related to outcomes. Teachers use questioning (usually oral) to discover what students know and can do.

Strategies for effective question and answer assessment include:

1.-Apply a wait time or 'no hands-up rule' to provide students with time to think after a question before they are called upon randomly to respond.

2.-Ask a variety of questions, including open-ended questions and those that require more than a right or wrong answer.

3.-Use Bloom's Taxonomy when developing questions to promote higher-order thinking.

Teachers can record the results of question and answers in anecdotal notes or include them as part of their planning to improve student learning.