Validation of an observation instrument for assessing english language teachers’ performance

Abstract

Teacher performance evaluation plays a critical role in promoting the continuous improvement of educational practice. However, some evaluation instruments used in educational institutions fail to address the specific features of English language teaching, thereby limiting the provision of targeted feedback for teachers. The objective of this study was to examine the functionality of an observation instrument designed to assess teacher performance in English language instruction and to compare it with the institutional evaluation tool previously in use. A descriptive, cross-sectional, and comparative study was conducted at a private bilingual elementary school in Tampico, Tamaulipas, Mexico. The participants were 24 English teachers from first through sixth grade during the 2006–2007 academic year. An observation instrument based on Brown’s framework was implemented through evaluations conducted by both internal and external observers. Subsequently, a questionnaire was administered to assess the instrument’s usefulness during the feedback process. The findings demonstrated a high level of agreement between the two evaluations and revealed that 96% of the teachers obtained scores at or above the average benchmark. Furthermore, most participants reported that the instrument facilitated the identification of strengths and areas for improvement, thereby enhancing communication between observers and teachers. It is concluded that this instrument represents a valuable tool for strengthening formative assessment practices and supporting teachers’ professional development.