Formative Evaluation Clause Samples
A Formative Evaluation clause establishes a process for ongoing assessment and feedback during the development or execution of a project or service. Typically, this clause outlines how progress will be monitored, what criteria will be used to evaluate interim results, and how feedback will be communicated to the responsible parties. For example, it may require periodic reports, prototype reviews, or stakeholder meetings to assess whether objectives are being met. The core function of this clause is to identify issues early and enable timely adjustments, thereby increasing the likelihood of successful project outcomes and reducing the risk of failure.
Formative Evaluation. An evaluation conducted at the end of Year 1 for an Educator on a 2-year Self-Directed Growth plan which is used to arrive at a rating on progress towards attaining the goals set forth in the Educator Plan, performance on Standards and Indicators of Effective Teaching Practice, or both.
Formative Evaluation. An ongoing process whereby the teacher and the supervisor collaborate to improve classroom performance. The process should begin early in the school year, after the teacher and the students have had an opportunity to settle into their classroom routines. Over the course of the year the process should consist of two or more evaluations depending on the needs of the teacher.
Formative Evaluation. Employees selecting the formative track must have successfully completed the summative track for three years and have the approval of the building administrator. Employees may remain in the formative track for a maximum of two (2) years before returning to evaluation under the summative track.
Formative Evaluation. An evaluation conducted at mid-cycle which is used to arrive at a rating on progress towards attaining the goals set forth in the Educator Plan, performance on Standards and Indicators of Effective Administrative Leadership Practice, or both.
Formative Evaluation. The continuous process of appraising a Teacher’s performance using formal observations as the basis for giving the Teacher feedback regarding the Teacher’s performance.
Formative Evaluation. A formative evaluation is intended to promote individual professional growth and development. The four (4) processes described in the Article and their intended purpose are listed below:
1. Regular Process (Summative)
2. Probation Process ( Summative) 3. Short Form Process (Summative) 4. Short Form Process – Professional Growth Option (Formative).
Formative Evaluation. Formative Evaluation emphasizes continuous improvement and treats the quality management system as a foundation for ongoing learning and development.
Formative Evaluation. The process used to assess progress towards attaining goals set forth in the Educator plans, performance on standards, or both. This process may take place at any time(s) during the cycle of evaluation, but typically takes place at mid-cycle.
Formative Evaluation. The primary purpose of formative evaluation is to promote growth and as such it evaluates performance so that it leads to qualitative improvements in abilities.
Formative Evaluation a) Commencing in the semester next following the semester in which notice was given to initiate evaluation procedures under Article 7.
3.1 a Formative Evaluation will be conducted. The intent of this evaluation is to be formative and will identify areas requiring improvement. This evaluation will be concluded after two semesters of teaching following the semester in which the evaluation procedures were initiated in Article 7.3.2.
b) The evaluation pursuant to Article 7.3.3 will be based on the professional responsibilities outlined in Article 7.2.2 and assessed in accordance with Article 7.2.3. By agreement between the faculty member and the Appropriate Senior Administrator, the above may be supplemented by compendia of activities compiled by the faculty member and the Appropriate Senior Administrator.
c) The Formative Evaluation will conclude with a meeting with the faculty member in which the faculty member will provide to the Appropriate Senior Administrator a proposed performance improvement plan addressing the areas requiring improvement. The faculty member may elect to invite an Association Shop ▇▇▇▇▇▇▇ or a colleague chosen by the faculty member. This proposed plan shall be reviewed and every effort shall be made by those in attendance to provide input to the Appropriate Senior Administrator in the development of a performance improvement plan specifically designed for the faculty member, which shall be mutually acceptable to the Appropriate Senior Administrator and the faculty member. The faculty member shall not unreasonably refuse such agreement.