DESIGN AND IMPLEMENTATION OF STUDENTS RATING OF TEACHERS EFFECTIVENESS SYSTEM (A CASE STUDY OF NATIONAL OPEN UNIVERSITY OF NIGERIA)

Background of the Study
Teacher rating is one of the topics which require pertinent attention by our education regulatory system. As teachers are only being rated and promoter base on their education qualification and time put into the service. Students also have a clear pictures of these teachers as they have the first hand interaction with teachers (Abrami & d’Apollonia, 2009).
Teacher evaluation has evolved over time from focusing on the moral values of a teacher in the early 1900s to standards-based evaluation models of today that seek to include measures of student academic progress. Often, teacher evaluation systems seek to serve two needs: accountability and improvement. Changes in teacher evaluation have been influenced by political winds as well as a desire to create systems that are fair and balanced (Abrami, Theall & Mets, 2011). This article provides an overview of the evolution of teacher evaluation as well as a focus on measuring teacher effectiveness and including such measures as part of an overall evaluation system. Earlier evaluation models began to connect evaluation to the roles and responsibilities of the teacher with a move toward developing standards that delineate teacher performance expectations. These expectations would then be used as a basis for the design and implementation of the evaluation system. In the current standards-based accountability, the focus has shifted from an evaluation system that measures the processes of teaching to an evaluation system that measures both the processes of teaching and student outcomes. The United States is the avant-garde initiator and practitioner of this trend of reform. Including student outcomes has been the topic of intense discussion as policymakers and researchers debate the validity of the use of student test scores in terms of value-added modelling and other growth models. Researchers do not agree on the stability of such models and whether they do differentiate between effective and less effective teachers (Armstrong, 2018). Although the debate continues, implementation of such systems in many states within the United States has begun. Similarly, countries across the globe struggle with the basis for teacher evaluation and how teacher effectiveness research impacts such processes. Research will continue to inform and enrich this debate and discussion (Braskamp & Ory, 2014).

1.2 Statement of Problem
Prior to this period, Teacher has only being assessed by the Education regulatory body and never have they considered the student assessment of the teachers. Most of these teachers put up a perfect front with good qualification but are most times unable to motivate or impact knowledge to this student. But this research work provides a basic student rating system capable of allowing various class students to rate his or her teacher and these rating are compile and analyze by various regulatory body. It also aids proper storage and maintenance of Student documentation. Furthermore, it aids structured document representation and eliminates the tedium of performing monotonous rating system.