Evaluation Instruments Clause Samples
The Evaluation Instruments clause defines the tools, methods, or criteria that will be used to assess performance, deliverables, or compliance under an agreement. Typically, this clause specifies the types of tests, surveys, scoring rubrics, or other measurement tools that parties will use to evaluate whether contractual obligations are being met. For example, it may outline standardized tests for educational services or quality checklists for product deliveries. Its core practical function is to ensure that both parties have a clear, agreed-upon basis for measuring success or compliance, thereby reducing disputes and promoting transparency in the evaluation process.
Evaluation Instruments. The forms used by the teacher’s evaluator. The approved evaluation instruments are attached to this Agreement as Appendix A-8.
Evaluation Instruments. The CCPS and the Association Evaluation Committee will continue to jointly review the observation and evaluation instruments and make recommendations for revisions based on any regulatory or guidance changes. Every effort will be made to develop observation and evaluation instruments which are mutually agreed upon by both parties. CCPS will provide a copy of the CCPS Teacher Evaluation Process timeline to the Association on or before September 15.
Evaluation Instruments. 6.2.1 The evaluation instruments shall contain the following Employer generated forms:
a. Intent to Evaluate Form(s) b. Observation Form(s) c. Certificated Evaluation Form(s)
Evaluation Instruments. The evaluation instruments, as attached, will be utilized to complete the evaluation process. Such forms are in compliance with the OTES model.
Evaluation Instruments. Evaluation instruments will not change except under the provision stated in Section 14.1.
Evaluation Instruments. Forms used in the OTES Evaluation Procedure will be those provided by ODE. The Evaluation Committee shall consider and recommend updates to evaluation forms each school year
Evaluation Instruments. Performance evaluations for instructors, both certified and non-certified shall be conducted using the document specified by the IEI model.
Evaluation Instruments. Student Experience Instrument In many ways the overall evaluation of the student experience of SKILL2E could be assessed by traditional Likert style questionnaires. This evaluation rejects this approach for two key reasons. Firstly, Skill2e consists of a number of interventions (DEV01-05) with the intention of taking a cohort of students though an intercultural journey through several stages. To put it another way, the success of the project would be revealed by a narrative of change rather than the supposedly formal responses captured by Likert style questions. Secondly, since cohort numbers may be small, Students will have secured a placement and completed pre departure training Intercultural Sensitivity HR Successful interventions Adaptation Pre departure training Cultural Mentor Reflective Log Figure 7 Expected Trajectory of Placement Students and the diversity of experiences very wide, it may be that the promise of statistical inference is not met by the Likert approach. Consequently this evaluation opts for the use Q Methodology. In this case, the students will be required to arrange statements about their experiences into a forced distribution – indicating strong agreement or disagreement. This forcing tends to amplify similarities and differences when contrasted with Likert scales. When responses are compared statistically it is possible to identify common clusters or types of experience. It is the resulting typology of student experience groups that allow interventions to be refined in the wider context The evaluation team speculate groups of similar students may be clustered around the trajectory of the Intercultural Development Continuum and illustrate the relationship between the interventions and the outcomes in terms of common types. This would enable faster improvement and development of interventions than attempting to take averages or benchmarks from Likert style instruments, although this would be possible. The hierarchy of statements held commonly within each group would give clear indications of what was working, and form whom. This would enable the Skill2e to hypothesise interventions more carefully targeted at deficiencies, and to promote best practice. The statements taken for the Q sorting exercise are listed in Table 17 below. The current 33 statements are taken from the process intervention charts in DEV 06 and descriptions of inte3rventions in DEV 01 through to DEV04. The number of statements is acceptable although fewer than nor...
Evaluation Instruments. All formal observation and evaluation reports shall be completed using the District-approved forms.
Evaluation Instruments a. The evaluation instruments and forms required to be used as part of the evaluation plan contained in this article are located on the District network or another location agreed to by the Joint Evaluation Committee.
b. The Evaluation Committee shall approve any modifications to the evaluation instruments necessary to comply with PERA or as requested independent of legal requirements.
c. Pursuant to 105 ILCS 5/24A-2.5, the School Board and the Association agree that the implementation date for the various components of the teacher evaluation plan shall comply with PERA.