The methodology for assessing the impact of appraisal on teachers’ professional development
Shilibekova A. Vildanova S. Mussarova V. Yessingeldinov B. Ablayeva M. Kaldybek A.
April 2025Institute of Advanced Engineering and Science
International Journal of Evaluation and Research in Education
2025#14Issue 21085 - 1096 pp.
In Kazakhstan, the teacher appraisal processes intended to support professional development frequently fall short of their objectives because of an excessive focus on test outcomes. This focus distorts the purpose of the appraisal, leading to a misalignment between the assessment outcomes and the actual improvement of educational practices. Addressing this critical issue, this study proposes a methodology based on Kane’s argument-based approach to validity, aimed at more accurately assessing the impact of appraisal on teachers’ professional development. By applying Toulmin’s model of argumentation, the validity and reliability of the existing appraisal procedures were assessed, allowing key factors influencing their effectiveness to be identified. The methods also included reviewing the appraisal documents (professional standards, appraisal rules, and teacher qualification requirements) for data triangulation. The findings reveal that the proposed methodology enhances the objectivity and fairness of teacher qualification evaluations and supports meaningful professional growth. By ensuring a more comprehensive and evidence-based assessment, this methodology can improve the transparency and effectiveness of the appraisal process, ultimately contributing to higher educational standards in Kazakhstan. The study also offers practical recommendations for implementing the methodology across different levels of the education system, emphasizing its adaptability and potential for broader application.
Appraisal , Argument based approach , Assessment validity and reliability , Kane , Teacher professional development , Teacher qualification categories
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National Center for Teacher Professional Development “Orleu”, Astana, Kazakhstan
Limited Liability Partnership, Ascent Research Group, Astana, Kazakhstan
Autonomous Educational Organization, Nazarbayev University, Astana, Kazakhstan
National Center for Teacher Professional Development “Orleu”
Limited Liability Partnership
Autonomous Educational Organization
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