This document discusses andragogy and assessment. It provides an overview of interaction analysis systems like Flanders' Interaction Analysis Category System and Galloway's System of Interaction Analysis. These systems are used to analyze and categorize classroom interactions between teachers and students. The document also discusses criteria for evaluating teacher effectiveness, including considering the product, process, and presage of teaching. Finally, it covers self-evaluation and peer evaluation tools like rubrics that can be used for teachers to assess their own or each other's performance.

1. Andragogy and Assessment

5. Andragogy and Assessment
Smt. Kalyani.K
Assistant Professor,
Vijaya Teachers College,
Bangalore-11

6. • Flanders’ Interaction Analysis
• Galloway’s System of Interaction Analysis.
( Recording of classroom
Events ,Construction and Interpretation
of Interaction Matrix)
Interaction Analysis01
• Presage
• Process
• Product
Criteria for teacher evaluation02
Meaning, steps of construction .
Rubrics for Self and Peer
evaluation
03
Today Let us
Learn

7. Interaction
Analysis

8. “Education is a conscious and
deliberate process in which one
personality acts upon another
in order to modify the
development of the other by the
communication, manipulation
and knowledge”.
Adams

9. • Interaction Analysis (IA) is an
analytical observation scheme that
gives an insight into what a teacher
does while teaching.
• It is a systematic observation that
represents a useful means of
identifying, studying, classifying and
measuring specific variables as the
teacher and his/her students interact
within instructional learning
situation.
• It uses a system of categories to
encode and quantify classroom
behaviour of teacher and students.

10. Purpose
For planning, and
studying his/her
teaching
activities in order
to create more
effective
classroom
Interaction Analysis as an
observational system
captures the verbal
behaviour of teachers and
pupils that is directly
related to the social-
emotional climate of the
Teacher can
be trained to
use it for
analyzing
classroom
behaviour;
for planning

11. ASSUMPTIONS OF INTERACTIONA ANALYSIS
3.The teacher exerts a
great deal of influence on
the pupils. Pupil’s
behaviour is affected to
great extent by this type
of teacher behaviour
exhibited.
4.The relation
between
students and
teacher is a
crucial factor in
the teaching
process
5.The role of
classroom
climate is
crucial for the
learning
process.
1.In a normal
classroom
situation, it is
verbal
communication,
which is
predominant.
2.Verbal statements
of a teacher are
consistent with his
non-verbal gestures
and, in fact, his total
behaviour.

12. FLANDERS’
INTERACTION
ANALYSIS
CATEGORY
SYSTEM (FIACS)

13. • The Flanders’ system is an observational tool used to
classify the verbal behaviour of teachers and pupils as
they interact in the classroom.
• Flanders’ instrument was designed for observing only the
verbal communication in the class room and non –verbal
gestures are not taken into account.
• The basic assumption of the system is that in the
classroom the verbal statement of a teacher are consistent
with his non-verbal gestures or with his total behaviour.
• Ned . S . Flander has categorized the instruction of
teachers and pupils in classroom. There are 10 categories
in this system.

14. Category
Number
Activity
Teacher Talk
Indirect
influence
Response
1
2
3
4
Accepts Feeling
Praises or Encourages
Accepts or Uses Pupil Ideas
Asks Questions
Direct
influence
Initiation
5
6
7
Lecturing
Giving Direction
Criticising or justifying Authority
Pupil Talk Response 8 Pupil-talk response
Initiation 9 Pupil-talk initiation
Silence 10 Silence or Confusion

15. Teacher Talk- Indirect Influence
1. Accepts Feeling: Accepts and clarifies an attitude or feeling tone of a
pupil in a non-threatening manner. Feeling may be positive or negative.
Predicting and recalling feelings are included.
2. Praises or encourages: Praises or encourages action or behavior. Jokes
that release tension, but not at the expense of another individual;
nodding head saying um, hmm or go on are included.
3. Accepts or uses ideas of pupils: Clarifying, building or developing ideas
suggested by a pupil. Teachers’ extensions of pupil ideas are included
but as teacher brings more of his own ideas into play, shift to category
five.
4. Asks questions: Asking a question about content or procedures; based
on teacher ideas, with the intent that the pupil will answer.

16. Teacher Talk- Direct Influence
5. Lecturing: Giving facts of opinions about content or procedures;
expressing his own ideas, giving his own explanation or citing an authority
other than a pupil.
6. Giving direction: Directions, commands or orders to which a student is
expected to comply.
7. Criticizing or justifying authority: statements intended to change pupil
behaviour from non-acceptable to acceptable pattern; bawling someone
out; stating why the teacher is doing what he is doing; extreme self-
references.

17. Pupil Talk- Response
8. Pupil-talk response: Talk by pupils in response to teacher. Teacher
initiates the contact or solicits pupil statement or structures the situation.
Freedom to express own ideas is limited.
Pupil Talk- Initiation
9. Pupils-talk initiation: Talk by pupils that they initiate. Expressing own
ideas; initiating a new topic; freedom to develop opinions and a line of
thought, like asking thought, like asking thoughtful questions; going
beyond the existing structure.
Silence
10.Silence or confusion: Pauses, short periods of silence and periods of
confusion in which communication cannot be understood by the observer.

18. Procedure of FIACS
Encoding01
Decoding02

19. Observation or Recording
Appropriate Positioning01
Proper Recording(Encoding)02
Encoding
Memorize Code number03
Note down with in 3 seconds04
Record in the sequence of Column05

20. Certain Ground Rules
When it is not certain in which of two or
more categories a statement belongs,
choose the category that is numerically
farthest from the category 5.
.
Rule 1
If the primary tone of the teacher’s behavior has
been consistently direct or consistently indirect, do
not shift into an opposite classification unless a
clear indication of shift is given by the teacher.
This rule is often called the rule of the biased,
unbiased observer.
.
Rule 2
An observer must not concern with his own biases or
with the teacher’s intent. If a teacher attempts to be
clever, pupils see his statements as criticism of pupils;
the observer must choose category 7, rather than
category 2. This rule has particular value when
applied to the problem of helping teachers to gain
insight by their own behaviour,
.
.
Rule 3Rule 4
If more than one category occurs
during the three seconds interval,
then all category used in that
interval are recorded. If no change
occurs within three seconds, then
repeat category number.

22. Interaction matrix table
(10,2), (2,2),
(2,4),(4,4),
(4,5), (5,6)
(6,6),(6,1)……..

23. Interaction matrix table
16

25. Interpretation of Interaction Matrix
TT=
1+2+0+4+2+1
16
x100
TT =
12
16
x100
TT =0.75x100
TT =75
TT=
1+2+3+4+5+6
𝑁
x100

26. THE CHARLES GALLOWAY
SYSTEM OF
INTERACTION ANALYSIS

27. GALLOWAY SYSTEM OF INTERACTION ANALYSIS
• This system of Interaction Analysis
was developed by Charles Galloway
in the form of a teachers’ training
technique.
• It is basically a category type
system involving categorization of
all sets of possible verbal and non-
verbal behaviour of a teacher in the
classroom while interacting with
the students.

28. Assumptions of Charles Galloway System
Non-verbal
communication of a
teacher do, has a
significant role in
classroom interaction.
The non-verbal cues
are important, as
they can reinforce
and can motivate a
student.
Non-verbal
communication
can be more
effective during
interaction in the
classroom.
Becoming aware of his
non-verbal events
occurring around us,
one can achieve a
better understanding
of himself
The system is based
upon the theory of
modification of the
teacher’s behaviour.

29. Category
Number
Activity
Teacher Talk
Indirect
influence
Response
1
2
3
4
Accepts Feeling
Praises or Encourages
Accepts or Uses Pupil Ideas
Asks Questions
Direct
influence
Initiation
5
6
7
Lecturing
Giving Direction
Criticising or justifying Authority
Pupil Talk Response 8 Pupil-talk response
Initiation 9 Pupil-talk initiation
Silence 10 Silence or Confusion

30. Category
Representative Keys
Verbal behaviour non verbal behaviour
Desirable Undesirable
1 1 Q A
2 2 W S
3 3 E D
4 4 R F
5 5 T G
6 6 Y H
7 7 U J
8 8 - -
9 9 - -
10 10 0 0
Category wise Representative Keys for Recording of Verbal,
Desirable and Undesirable Non Verbal Behaviours

31. Interaction matrix table
16

33. Product
Process
Presage
Criteria for
Teacher
Evaluation

34. Teacher Effectiveness
“Teacher effectiveness” means the
collection of characteristics, competencies,
and behaviours of teachers at all
educational levels that enable students to
reach desired outcomes,
It includes the attainment of specific
learning objectives as well as broader goals
such as being able to solve problems, think
critically, work collaboratively, and
become effective citizens.

35. Criteria of Effective Teaching
1.Knowledge
of Subject
matter
3.Presentation
Skills
5. Classroom
Management
2. Clarity and
Understanding
4. Human
relationship and
Rapport with
Students

36. Criteria for assessing Effectiveness of Teaching
1. Product 2. Process 3. Presage

37. Product Criteria
It means what students learnt.
Persons who
prefer this criterion think
that the best test of teacher
effectiveness is how much
and how well students
achieve. This includes
achievement in all domains
-cognitive,
-affective and
-Psychomotor.

38. Product Criteria
Cognitive Domain
Students gain in a
subject matter,
knowledge and
related abilities.
Affective Domain
Students gain in interests,
attitudes, personality
integration, and other effective
characteristics..
Psychomotor Domain
Students gain in
psychomotor skills and
related abilities like
drawing, handling
equipment etc.

39. Process Criteria
Students behaviour like attentiveness,
participating in discussions, conducting
experiments , workshops activities...
Process
. Teacher-students interactions like
exchange of ideas, teacher directed and
student directed exchanges, warmth
reception and mutual responses
process
Presentation of the subject matter, using
various method, techniques, teaching aids,
creating interest and humour, generating
motivation and morale
Process
Teacher behaviours, such as
explaining, questioning, leading a
discussion, counselling evaluating… Process

40. Presage Criteria
A teachers Present and future
effectiveness is judged .
Cognitive ability, personal appearance
and other characteristics.
The instances of this criterion are competence
of teachers, amount of college workload, grade
points, personal qualities etc..
Based on the records , tests and ratings in and
outside the classroom

41. Self and Peer
Evaluation

42. Self
Evaluation
• Teacher self Evaluation is the
process of making judgements
about the appropriateness or
effectiveness of one’s own
knowledge, performance, beliefs,
products , or effects, so that they
can be improved or refined.
• Self evaluation is a common
formative evaluation process all
teacher carry out to form their own
personal , professional knowledge
and to assess their instructional
effectiveness on a day to day basis
• Self evaluation is used for the
reflection and documentation of the
individual growth.

43. It provides a scalable
solution for assessment
of activities . In this
process individual are
asked to present or
submit their work and
then evaluate the work
by their peers group.
Peer Evaluation

44. It is a process of
collegial feedback on
quantity of teaching. It
is a purposeful process
of gathering
information and
evidence about the
effectiveness
environment of
teaching processes. It
involves sharing work
with peers who offer
feedback and
suggestions for
improvement.

45. Rubrics
A Rubric is a great tool for
scoring and set up a grading
criteria for assignments and
performance.
It is a chart or matrix which
includes indictors that describes
different levels of achievement
for the major components or
elements of a performance

46. RUBRICS
.
A Rubrics is a
evaluation tool that
describes a
progression of skill
from novice to expert..

47. Self Evaluation tool

48. Teacher Evaluation Rubrics
Teacher Evaluation Rubrics by Kim Marshall (2014)

49. Steps of Construction
1
2
3 Option
4
5
Select the
course
learning
outcome/s
you will be
assessing
with this
assignment
List the criteria
(observable
behaviours) you
will be using to
make
judgements.
Consider skills,
knowledge, and
behaviours
Choose your
marking scale;
use numbers
or levels of
performance
Write the
standards of
performance for
each criteria and
each level
Check the
terminology. Use
explicit and
measurable
terminology to
describe each level
of performance