Teacher Ratings Research Articles

Can Personnel Policy Improve Teacher Quality? The Role of Evaluation and the Impact of Exiting Low-Performing Teachers

Abstract Historically, teacher evaluation systems have identified few teachers as low-performing and needing improvement. In 2012, at the beginning of a national reform movement, Chicago Public Schools implemented its overhauled evaluation system, which incorporated multiple measures of teaching practice and dismissal plans for low-rated teachers. We find that the reform increased the exit rate of low-rated tenured teachers by 50 percent. At the same time, the teachers who replaced the exited teachers were significantly higher-performing. Ultimately, the accountability function of the reformed teacher evaluation policy resulted in higher teaching quality. However, the policy impact was limited because very few teachers received low ratings under the reformed system. Policy simulation results suggest that the available teacher labor supply is likely sufficient to set a higher standard for satisfactory teaching.

Resilient Warriors: A Mixed Methods Investigation of an Expressive Arts-Based Resiliency Small Group Intervention With Rural Children

Upper elementary students in a Title I rural school participated in an expressive arts-based resiliency small-group intervention entitled Resilient Warriors (RWs). This mixed-methods study revealed positive changes in participating students based on teacher ratings on the Strengths and Difficulties Questionnaire. We also found four qualitative themes that emerged from student group interviews: (a) learning resiliency strategies and skills, (b) growth, (c) enjoyment and fun, and (d) future recommendations. We discuss the study implications, limitations, and future recommendations.

An Industry-Relevant Metal Mixture, Iron Status, and Reported Attention-Related Behaviors in Italian Adolescents.

Exposure to environmental metals has been consistently associated with attention and behavioral deficits in children, and these associations may be modified by coexposure to other metals or iron (Fe) status. However, few studies have investigated Fe status as a modifier of a metal mixture, particularly with respect to attention-related behaviors. We used cross-sectional data from the Public Health Impact of Metals Exposure study, which included 707 adolescents (10-14 years of age) from Brescia, Italy. Manganese, chromium, and copper were quantified in hair samples, and lead was quantified in whole blood, using inductively coupled plasma mass spectrometry. Concentrations of Fe status markers (ferritin, hemoglobin, transferrin) were measured using immunoassays or luminescence assays. Attention-related behaviors were assessed using the Conners Rating Scales Self-Report Scale-Long Form, Parent Rating Scales Revised-Short Form, and Teacher Rating Scales Revised-Short Form. We employed Bayesian kernel machine regression to examine associations of the metal mixture with these outcomes and evaluate Fe status as a modifier. Higher concentrations of the metals and ferritin were jointly associated with worse self-reported attention-related behaviors: metals and ferritin set to their 90th percentiles were associated with 3.0% [; 95% credible interval (CrI): , 0.06], 4.1% (; 95% CrI: 0.00, 0.08), and 4.1% (; 95% CrI: 0.00, 0.08) higher -scores for self-reported attention deficit/hyperactivity disorder (ADHD) index, inattention, and hyperactivity, respectively, compared with when metals and ferritin were set to their 50th percentiles. These associations were driven by hair manganese, which exhibited nonlinear associations with all self-reported scales. There was no evidence that Fe status modified the neurotoxicity of the metal mixture. The metal mixture was not materially associated with any parent-reported or teacher-reported scale. The overall metal mixture, driven by manganese, was adversely associated with self-reported attention-related behavior. These findings suggest that exposure to multiple environmental metals impacts adolescent neurodevelopment, which has significant public health implications. https://doi.org/10.1289/EHP12988.

한국판 정서·행동평가시스템(K·BASC-3), 교사보고형 검사-아동용(TRS-C)의 타당화 연구

The purpose of this study was to evaluate the validity of the Korean Behavior Assessment System for Children 3rd Edition, Teacher Rating Scales-Child Form (K·BASC-3, TRS-C). The 156-item K·BASC-3, TRS-C was administered to 318 teachers of children. Equating using common item non-equivalent group designs, a general norm was made for a total of 954. The generalized partial credit model based on item response theory analysis was used to conduct internal validity. Additionally, as a measure of external validity, concurrent validity was tested using the Teacher’s Report Form for Ages 6-18 (TRF 6-18). Results from the analysis indicated that items included in clinical subscale provided appropriate information at the ability levels higher than the mean. Also, the results revealed that the most item difficulty and discrimination were appropriate. The items that yielded less than desirable discrimination scores correspond to those measuring symptoms related to the DSM diagnostic categories or protective and risk factors for childhood emotional/behavioral disorders. The anxiety, hyperactivity, and attention problems subscales of the K·BASC-3, TRS-C demonstrated strong concurrent validity statistics with the related subscales of the TRF 6-18. Other relevant findings, practical implications regarding the use of the K·BASC-3, TRS-C, strengths and weaknesses of the current study and suggestions for future research are included in the discussion.

App-based self-monitoring as an intervention to support attention in students with learning difficulties

This study examines the effectiveness of an app-based self-monitoring intervention to support attention in students with learning difficulties. Two quantitative single-case studies were conducted in special education school settings. Study 1 used an AB design in which 12 seventh-grade students with learning difficulties were assessed for attentional behavior during a math exercise by systematic observation using the Munich Attention Inventory with five-second time sampling by two raters. Study 2 used a multiple baseline design to assess the attentional behavior of three students with combined learning and attention difficulties during a math exercise by systematic observation using Direct Behavior Rating to measure on-task and off-task behavior. Both studies also used a competency screening to elicit teacher ratings of change in attention behavior in a pre-post measurement. The results indicate that the app-based self-monitoring interventions were successful, highlighting the potential of app-based self-monitoring to support students with learning and attention difficulties. In particular, the development of personalized self-monitoring interventions holds promising potential for improving learning outcomes in this target group.

Parental migration and peer victimization: implications for school and psychological adjustment of left-behind adolescents in rural China

This one-year longitudinal study examined the relations of parental migration and peer victimization and their interactions with later academic and psychological functioning in Chinese adolescents. Participants included 1234 students in seventh grade (633 boys, mean age = 13.25 years) in a rural region of Anhui, China. Data on peer victimization, academic functioning, and psychological problems were obtained from peer nominations, teacher ratings, school records, and self-reports. Results showed that parental migration had significant and negative effects on later academic performance for adolescents who experienced high peer victimization. For adolescents who had not experienced peer victimization, whereas mother migration was not significantly associated with later academic performance, father migration positively contributed to increased academic achievement. In addition, adolescents with one parent who had migrated displayed more psychological problems than adolescents whose parents both migrated or did not migrate. The results suggest that parental migration may contribute differently to adolescent adjustment across domains and that the contributions may be moderated by individual social experiences with others and parental migration status. The results are discussed in the Chinese rural context.

Between- and within-child level associations between externalizing and internalizing behavior problems in a nationally representative sample of US elementary school children.

Both transactional and common etiological models have been proposed as explanations of why externalizing behavior problems (EBP) and internalizing behavior problems (IBP) co-occur in children. Yet little research has empirically evaluated these competing theoretical explanations. We examined whether EBP and IBP are transactionally related at the within-child level while also identifying antecedents commonly associated with between-child differences in underlying stability of both EBP and IBP across elementary school. We analyzed a nationally representative and longitudinal sample of US schoolchildren (N = 7,326; 51% male) using random-intercept cross-lagged panel modeling (RI-CLPM). We used teacher ratings of EBP and IBP as annually assessed from the spring of kindergarten (Mage = 6.12 years) through the spring of 5th grade (Mage = 11.09 years). Early childhood antecedents included child internal (i.e. inhibitory control, cognitive flexibility, working memory, and language/literacy) and external factors (i.e. parental warmth, harsh parenting, parenting stress, and maternal depressive symptoms). We found little evidence for within-child, transactional relations between EBP and IBP. Both types of behavior problems instead were substantially associated at the between-child level. Inhibitory control was the strongest common antecedent that explained this longitudinal overlap. Cognitive flexibility, working memory, language/literacy skills, and maternal depression contributed specifically to the stability of IBP. Measures of parenting were specific to the stability of EBP. Common etiological factors rather than transactional relations better explain the co-occurrence of EBP and IBP during elementary school. Inhibitory control is a promising target of early intervention efforts for schoolchildren at risk of displaying both EBP and IBP.

Check-In/Check-Out (CICO) in High School: Results From a Small Randomized Controlled Trial

The purpose of this study was to provide initial evidence of the effectiveness of Check-In/Check-Out-High School (CICO-HS) on high school student outcomes. Check-In/Check-Out-High School is a version of CICO, an established Tier 2 intervention designed to improve student academic and social behavior, adapted to increase effectiveness and feasibility in high schools. Key adaptations in CICO-HS include increased student agency through goal setting and self-rating, and increased efficiency through use of a mobile application for data collection, progress monitoring, and family communication. This randomized controlled trial (RCT) was conducted during the 2021–2022 school year and included 14 ninth grade students in one public high school in the U.S. Pacific Northwest. Students were randomly assigned to receive CICO-HS or a waitlist/control condition. Although underpowered, the RCT results showed meaningful improvements (small to moderate effect sizes) in student attendance (unexcused tardies and absences) and teacher ratings of student academic and social behaviors. Moreover, students and school personnel rated CICO-HS components as being socially acceptable to implement in high school. Implications for future research to replicate and expand study findings and for practice to scale up CICO-HS with fidelity in high schools are discussed.

Parent and Teacher Ratings of Tonic and Phasic Irritability in a Clinical Sample.

Research on tonic (persistently angry or grumpy mood) and phasic (temper tantrums/outbursts) irritability in youth has utilized community samples and information from parents and youth. We examined whether tonic and phasic irritability are empirically distinguishable and have similar correlates using teacher, in addition to parent, reports in a clinical sample of children and adolescents. The sample included youth aged 5-18 evaluated at a university outpatient clinic, with complete information from 2481 parents and 2449 teachers. We conducted confirmatory factor analysis (CFA) using items from several parent- and teacher-report inventories and examined concurrent associations with psychopathology and functioning. The CFA supported a two-factor model consistent with tonic and phasic irritability in both parent- and teacher-reports. Parent-reported tonic irritability was associated with higher rates of depression and anxiety disorders, suicidality, and antidepressant medication use. Teacher-reported tonic irritability was associated with elevated rates of depression and antidepressant use. Both parent- and teacher-reported phasic irritability were linked to higher rates of ADHD combined type, oppositional defiant/conduct disorders, and referral for rages. Parent- and teacher-reported tonic and phasic irritability were all associated with impaired social functioning. Parents and teachers can distinguish tonic and phasic irritability, which are associated with internalizing and externalizing problems, respectively. Findings were generally consistent across informants, and with prior studies using community samples.

HTKS-Kids: A tablet-based self-regulation measure to equitably assess young children's school readiness.

Technology advances make it increasingly possible to adapt direct behavioral assessments for classroom use. This study examined children's scores on HTKS-Kids, a new, largely child-led version of the established individual research assessment of self-regulation, Head-Toes-Knees-Shoulders-Revised task (HTKS-R). For the HTKS-Kids tablet-based assessment, which was facilitated by children's preschool teachers, we examined (1) preliminary reliability and validity; (2) variation in scores predicted by child age and background characteristics; and (3) indication that HTKS-Kids provides different information from teacher ratings of children. Participants included n = 79 4-year-old children from two urban areas in upstate New York, USA. Average parent education was 12.5 years, ranging 3-20. A researcher administered the HTKS-R to individual children, and teachers (eight white, two Latino) were trained to use the HTKS-Kids tablet-based assessment and asked to play once with each study child. Teachers also rated each child on 10 Child Behavior Rating Scale (CBRS) items about classroom self-regulation. We found evidence that (1) the HTKS-Kids captures variation in children's self-regulation and correlates positively with established measures, (2) parent education was the best predictor of HTKS-Kids scores, and (3) teachers rated Black children significantly worse and white children better on the CBRS, with the magnitude of group differences similar to the contribution of parent education. In contrast, Black and white children showed no score differences on HTKS-Kids. The HTKS-Kids is a promising new tablet-based assessment of self-regulation that could replace or supplement traditional teacher ratings, which are often subject to implicit bias.

Creation of Deep Learning Scenarios in the Network Teaching of Physical Education Technical Courses

The network teaching evaluation of sports professional technical courses has positive significance for the sustainable development of education. And how to establish an effective evaluation model is the key part. The research introduces the creation of in-depth learning scenarios (LS) into the network teaching of sports professional technical courses, and then constructs a new network teaching mode of sports professional technical courses. The Particle Swarm Optimization algorithm - Attention- Long Short-Term Memory network (PSO-Attention-LSTM) Chinese Emotion Classification Model (ECM) is constructed to classify the online evaluation text to realize the evaluation of online teaching. This model combines the improved PSO, Attention and LSTM classification models. The optimal number of hidden layer nodes for LSTM model is about 100, and the optimal data size for batch processing is 25. The overall error rate of online teaching teachers of male and female sports professional skill courses is 10.1%, and the overall error rate of online teaching teachers of general and advanced sports professional skill courses is 12.8%. The application effect of the creation of in-depth learning scene in the network teaching of physical education technical courses is shown. When the classification threshold is 0.6 and 0.8 respectively, the AUC of PSO-Attention-LSTM Chinese ECM is 0.821 and 0.809 respectively. The research institute has put forward that the online teaching platform of sports professional technical courses has extremely high practical application value and has been unanimously praised by network users.

Evidence-based interventions targeted at behavioral inhibition, shyness, and anxious withdrawal during the preschool years: A rapid review

High and stable behavioral inhibition (BI) during early childhood may place individuals at increased risk of experiencing anxiety during the COVID-19 crisis. Prior knowledge syntheses showed that selective prevention interventions were effective in reducing child BI and anxiety. However, the effectiveness of preschool-based universal and selective prevention interventions targeted at BI to improve child social outcomes remains unclear. Due to the vulnerability of highly inhibited children, this rapid review aimed to (1) synthetize the characteristics of evidence-based interventions targeted at BI, and (2) summarize intervention outcomes in domains of child individual and social functioning. Randomized controlled trials (RCTs), published between january 1991 and december 2021, conducted with highly inhibited children aged 3 to 5 years, were included in the review. Thirteen RCTs on four evidence-based interventions targeted at BI were retained. Most studies were conducted in samples of married/cohabitating and highly educated mothers and almost half of them described parent-only interventions. Three pilot RCTs on child-only and multimodal interventions found significant post-intervention improvements in observed child social competence and positive peer interactions. Pre-to-post intervention changes in parent and teacher ratings on child social outcomes were less consistent across studies. Further large-scale RCTs with medium-to-long term follow-ups are needed to examine intervention outcomes in domains of child social functioning, using a multi-informant and multi-method approach. After the COVID-19 crisis, preschool-based universal interventions targeting BI may enhance the engagement of inhibited children from diverse communities and contribute to the generalization of intervention effects to naturalistic peer settings.

More I-talk in student teachers’ written reflections indicates higher stress during VR teaching

Video-based reflection on one's own teaching represents a crucial tool in teacher education. When student teachers reflect on negative classroom events, it elicits “self-focused attention,” which has been associated with more intense negative emotionality. Self-focused attention can be quantitatively captured using first-person singular pronouns (“I,” “me,” “my”) in written reflections by, for instance, student teachers. What is unclear is whether student teachers' use of these first-person singular pronouns in their written reflections is linked to and predicts their negative affective experiences during teaching. For the present study, a fully immersive virtual reality (VR) classroom was implemented in which student teachers taught a lesson, provided written reflections on their teaching, and then taught a second lesson. We measured N = 59 student teachers' self-reported stress and heartrate responses while teaching in the VR classroom and determined the percentage of first-person singular pronouns in their written reflections. Firstly, our results showed that the use of first-person singular pronouns provides incremental information on manual ratings of student teachers' foci in their written reflections. Secondly, student teachers' heartrates during instruction—a measure of physiological stress—were associated with the use of first-person singular pronouns in subsequent written reflections. Thirdly, the use of first-person singular pronouns predicted the increase in physiological stress from the first to the second round of VR teaching. We discuss implications for automated feedback and for designing reflective tasks.

Effects of plyometric-based structured game active breaks on fundamental movement skills, muscular fitness, self-perception, and actual behaviour in primary school students.

This study examined the effects of plyometric-based structured game active breaks on fundamental movement skills (FMS), muscular fitness, student self-perception, and teacher's rating of actual behaviour in Grade 3 and 4 students. Primary school children aged 8-10 years old, from four classes, were cluster-randomly assigned to an intervention group (IG) (n = 54) or a control group (CG) (n = 48). The IG participated in structured plyometric-based game active breaks for 7-10 minutes daily, for six consecutive weeks. The CG resumed their regular daily school routine. FMS were assessed with the Canadian Agility Movement Skills Assessment test, and muscular fitness with the standing long jump (SLJ), countermovement jump (CMJ), and seated medicine ball chest throw tests. The Self-Perception Profile for Children and the Teacher's Rating Scale of Child's Actual Behaviour assessed student self-perception and teacher's perception of student actual behaviour, respectively. A significant (p < 0.01) interaction group by time was observed, with greater improvements in the IG compared to the CG in FMS (%diff = 13.11, ƞp2 = 0.12), SLJ (%diff = 6.67, ƞp2 = 0.02), seated medicine ball chest throw (%diff = 4.69, ƞp2 = 0.08), student social self-perception (%diff = 9.31, ƞp2 = 0.10), student scholastic self-perception (%diff = 7.27, ƞp2 = 0.10), and teacher perception of student social competence (%diff = 8.31, ƞp2 = 0.05). No difference (p > 0.05) was found in other variables. Integrating plyometric-based structured game active breaks into primary school settings evidenced improvement in FMS, muscular fitness, student self-perception, and teacher's rating of student actual behaviour.

Research on the Innovation of University English Teaching Mode Driven by Artificial Intelligence

Abstract With the continuous deepening and development of information technology in the field of education, the combination of artificial intelligence technology and university English teaching has become a trend. This paper constructs a human-machine symbiotic English teaching model based on intelligent speech recognition, which takes into account university English learning abilities and learning objectives. Specifically, the multi-scale attention mechanism is used instead of the Conformer model to extract the global information of speech features and the local information of different scales and fuse them to learn more speech representations of different scales so as to better recognize the teacher and student behaviors in the English classroom. Meanwhile, combining the teaching mechanism of human-computer symbiosis, we construct a human-computer symbiosis English teaching model for speech recognition in an intelligent classroom and receive feedback after teaching experiments. The occupancy rate of teacher and student behaviors in the English classroom is 50.86% and 49.14%, respectively, and the conversion rate of teacher and student behaviors is 29.78%, which achieves a high level of teacher-student interaction in this model. In addition, the class utilizing the English teaching model of this paper was 5.02 points higher than the traditional class after one semester of teaching, P=0.038&lt;0.05, and the results showed a significant difference. Through the comparison of cases and teaching experiments, the reasonableness of the English teaching model based on speech recognition is demonstrated, and the research content and problem areas of this paper are summarized.

Work-Related Stress and Teaching Performance of Public Elementary School Teachers of San Francisco Cluster IV

This study aimed to investigate the relationship between teachers’ work-related stress and their teaching performance in Public Elementary Schools of San Francisco, Cluster IV in Agusan del Sur Division, Agusan del Sur, Caraga Region. The research used a researcher-made questionnaire to rate teachers’ work-related stress, including workload, assessments and evaluation, time management, classroom behavior, resources, the role of ambiguity, emotional demand, support, and work-life balance. Teachers’ teaching performance was assessed based on the rating of teachers in the Individual Performance Commitment and Review Form (IPCRF). The study employed a descriptive-correlation research design with 53 sampled participants. The study indicated that work-related stress among the teachers was rated as moderate and interpreted as extensive. In terms of teaching performance, 46% of the teacher participants had an outstanding rating, while 54% had a very satisfactory rating, with none rated as satisfactory or poor. The study also found a significant difference in work-related stress among teachers when grouped according to age, teaching experience, and grade level currently teaching. Additionally, the data revealed that the study found no significant impact of the stress caused by workloads on the quality of teaching. Despite the lack of a significant relationship, schools should manage workloads to support educators and maintain optimal teaching quality, fostering a healthier environment and better outcomes for all.

Exploring the influence of cognitive task complexity on EFL language learning and curriculum development

This study explores the role of cognitive task complexity in English as a Foreign Language (EFL) curriculum development and its impact on learner engagement, motivation, and learning outcomes. A mixed-methods approach, combining qualitative and quantitative methods, was employed to gain comprehensive insights into the topic. The qualitative component involved a case study at a selected language institution, including semi-structured interviews with curriculum designers, teachers, and learners, thematic analysis of curricular documents, and non-participant observations of EFL classes. The findings from these methods provided an in-depth understanding of cognitive task complexity integration, its challenges and benefits, and potential areas for improvement. In the quantitative component, an experimental design was utilized to examine the effects of cognitive task complexity on learner engagement, motivation, and learning outcomes. Participants were randomly assigned to either an experimental group, receiving instruction incorporating cognitively challenging tasks, or a control group, receiving instruction without a specific focus on cognitive task complexity. Learner engagement, motivation, and learning outcomes were assessed through pre- and post-intervention measures, including standardized language assessments such as IELTS, and classroom performance indicators such as course grades and teacher ratings. The study concludes that cognitive task complexity plays a crucial role in EFL curriculum development and can promote learner engagement, motivation, and language development when appropriately integrated and supported. Recommendations for educational practice, curriculum development, and future research are provided based on the study's findings.

Utilization of Weekly Lesson Plan Monitoring Tool for Enhancing Competencies of Science Teachers in Instructional Planning

The Diploma Education (DepEd) teacher performance measures must meet specific critical objectives. DepEd Order 42 (2017), requires seven domains and thirty-seven strands for teachers’ development. The criteria helps teachers learn. A teacher career’s advancement depends on performance. The Philippine Professional Standards for Teachers (PPST) aims to deliver quality basic education. Teachers planning domain-performance indicators teaching abilities include structuring progressive learning to meet course goals. Some teachers avoid the professional way of developing lesson ideas. This causes a “bandwagon effect” of teachers ignoring lesson planning and assigning repetitive tasks. The study worked on an indicator-based lesson plan evaluation method for science teachers. A weekly lesson plan (LP) monitoring tool was scheduled (WLPMT). The WLPMT evaluated the learning plans. The study applied quantitative research techniques. Excel’s statistical analysis tool analyzed the data. The researchers employed a contextualized developmental monitoring and assessment instrument for lesson plans, which included teacher lesson plan rate indicators. The goal of this study is to enhance science teachers instructional planning. The evaluated null hypothesis was not substantially different, the two-tailed t-test t value (0.67) was lower than the critical value (2.26) in the 1st (78.1, 9.30) and 2nd (81, 20.41) quarters. Their SD was higher than the 1st quarter, despite their higher mean score differential for the 2nd quarter. However, the results showed that the teacher’s instructional planning skills were still improving. The computed t-test for the 1st (78.1, 9.30) and 3rd (89.5, 9.10) quarters show a significant mean difference because the t value (4.45) exceeds the critical value (2.26). In the third quarter, teachers utilized lesson planning indicators to improve instructional planning. In the fourth quarter (86.4, 12.22), mean scores exceeded baseline. The 4th quarter has a bigger standard deviation than the 1st quarter, yet the t test statistics exceeds the critical point, indicating a large mean score difference. The study concluded that teachers who produce quality instructional plans may benefit from lesson plan scores.

Dynamism and Diversity in Teaching: What is Expected of Conventional Teaching of Sciences in the Year 2030?

Dynamism is seen as the trait of being distinguished by intense activity and progress; or the inclination for constant change, activity, or progression. It can also refer to a philosophy or school of thought that emphasizes change or the processes that generate change as an essential component of reality. Dynamism is a word that evokes energy and a strong desire to see something realized. The paper analyzes the value of being dynamic in teaching, particularly in fields such as computer science, biology, physics, and chemistry, as opposed to the prevalent use of traditional approaches. It provides more information about the potential for online science education to start today and continue through 2030. Data were gathered from 200 school teachers (50 from pre-primary, 50 from primary, 50 from secondary, and 50 from tertiary) using a questionnaire instrument via Google Forms for the study, which uses a descriptive survey method. Before being put through Chronbach’s Alpha reliability test, the instrument was validated by colleagues in colleges and faculties of education; the 0.897 index shows that the instrument is quite trustworthy. Because the instrument was administered online, it was filled quickly and sent back to its intended location. Data was properly collated before being properly analyzed using charts for easy reading and visualization using the statistical program SPSS. The results indicate that there is no discernible difference between teachers who are prepared for online teaching and those who are not; additionally, there is a significantly lower rate of teachers who can use online tools that support online teaching compared to teachers who are not; and there is a strong likelihood that traditional teaching will be gradually phased out by 2030.

Analysis of Teachers’ Roles and Skills in Teaching English in Colleges and Universities under the Rasch Model

Abstract The proficiency of English teachers in accurately understanding their roles and employing diverse teaching skills is crucial for enhancing the quality of English instruction. This study utilizes the Rasch model, a component of the Item Response Theory (IRT), to develop assessment scales aimed at evaluating English teachers’ role orientation and teaching skill levels. We selected 267 English teachers from higher education institutions in X province as participants. The assessment instruments, designed around these scales, were disseminated via the Questionnaire Star platform and analyzed using Excel and SPSS software. This research examines the application of the Rasch model in assessing the role orientation and teaching skills of English teachers. It specifically investigates the scales’ unidimensionality, goodness of fit, and scoring quality across various levels. The results from the unidimensionality test of teachers’ role orientation skills yielded weighted fit values ranging from 0.90 to 0.97, with logit results for teachers’ role orientation skills spanning from -2.065 to 4.651. Furthermore, the loadings for teacher skill levels remained within the acceptable range of ±0.6. Interestingly, the discrepancy between the logit values of the strictest and most lenient teacher raters was significantly smaller (1.189 logits) compared to that of student raters, which was 2.562 logits. The findings suggest that employing the Rasch model to analyze English teachers’ role orientation and skill levels can significantly support the enhancement of teachers’ capability to grasp their educational roles and improve their teaching skills.