Assessment of Teaching Performance: Mentors and Student Self-Rating

Abstract

This paper examined the assessment by pre-service teachers (PSTs) and mentors on
student teaching performance. Specifically, the study determined the mentors’ rating on student
teaching performance, the student teachers’ self-evaluation, and the gap between the two
ratings. PSTs and mentors from the elementary level of the Cebu Normal University-Integrated
Laboratory School participated in the study. A performance appraisal sheet was utilized to
gauge the teaching performance of the PSTs. Results indicate that student teachers and mentors
offer varying perspectives in assessing teaching performance. PSTs rate themselves significantly
higher than their mentors. There is a call for communicating to the assessor and the assessed a
clear and specific set of standards against which student teaching performance will be assessed.
This will not only address the gap but will also encourage an appraisal encompassing the
intentions of both the PSTs and mentors. For the PSTs, an appraisal to promote learning, and
for the mentors, one that checks conformity to pre-established standards.