It is not only the teacher who has every
right to evaluate the student, but the student may also do the same to the
teacher, and so may the society. In this article the word teacher applies to
trainer, coach, college professor, religious teacher such as ustadz, clergy,
priest, monk and the like, both in formal and non-formal educational
backgrounds; and the word student implies pupil, schoolchildren, university
student, training participant and all kinds of learners in the category.
The teacher’s capacity ought not to be
judged by his being a graduate from a well-known educational institution, nor could
it be measured by a college degree he has. Having an undergraduate degree or a
master degree or a PhD is definitely an added value to the bearer. But bearing such
degrees alone might also be a mocking echo or a laughing matter should the
assumed knowledge, skills and attitudes of the respective degree not exist.
Similarly, the teacher’s competence must
not be considered as having been adequately validated by mere submitting
necessary documents for administrative purposes. The assessment is a far more
complex process than that. It includes significant learning outcomes in the
Our country can be said to have successfully
described the national competency standards for every single school subject,
especially in formal education. Unfortunately, the same cannot be said to teaching
staff’s and non-formal education’s description of this competency and rating
The most important point of teacher’s
assessment is his ability to bring the students up to the standards required, commonly
known as competency standard. Its specific descriptors can be found in lesson
objectives and syllabus description. As for its overall aims, they can be seen
in our state education systems and policy.
If students were not able to reach the
stated objectives in a given time, teachers would be regarded to have failed.
Should this failure occur again and again, it can safely be concluded that the said
teachers are incompetent or incapable.
One of the assessment tools is a
standardized exam designed as objective tests. Preferably, this test is organized
by a third party; that is, anyone or any institution with no personal interest.
This idea is not meant to question the school and the teacher. Its purpose
being is to anticipate practising mark-ups in scoring as often exercised by
some irresponsible educational institutions and some individual teachers
jealously wanting to keep good image of quality. There are already too many
rumours getting around in our society about this ignoble and illegal practice;
some people even claim to have proofs to support their accusation.