The new PDR process assesses both objectives and behaviours. Are they equally important, or is the achievement of objectives valued more than behavioural competence (or vice-versa)?
In addition to assessing objectives and behaviours separately, Reviewers are responsible for summarising a Reviewee’s overall performance and awarding an overall rating. The Reviewer needs to consider and balance the extent to which the objectives were achieved, taking into account the relative importance of each objective, and the standard at which behaviours have been demonstrated, in relation to the role. There is no specific or ‘hard and fast’ formula for combining the ratings given for objectives and behaviours to arrive at an overall rating: Reviewers must weigh up all relevant factors before awarding this.
In addition to assessing objectives and behaviours separately, Reviewers are responsible for summarising a Reviewee’s overall performance. The Reviewer needs to consider and balance the extent to which the objectives were achieved, taking into account the relative importance of each objective, and the standard at which behaviours have been demonstrated, in relation to the role.
Related Questions
- The new PDR process assesses both objectives and behaviours. Are they equally important, or is the achievement of objectives valued more than behavioural competence (or vice-versa)?
- Why should students with disabilities be held to academic content and achievement standards when the IEP process requires an individualized education?
- Is the 360 degree feedback and PDR process confidential?
