Teacher Performance Assessment: Models and Practices- A Narrative Review

Abstract

Teacher performance assessment (TPA) in Saudi Arabian higher education has evolved from a narrow, compliance-focused review to a multidimensional system that includes evidence of teaching quality, scholarly productivity, and service contributions. In English language teaching (ELT) units within universities such as English Language Institutes (ELIs), TPA is further complicated by the need to evaluate classroom interactional competence, assessment literacy, curriculum alignment, and student learning evidence alongside research and service expectations. This narrative review synthesizes major models and practices of TPA published between 2000 and 2025, with a focus on portfolios, student feedback, and peer observation, and considers additional evidence sources, including research metrics, supervision and mentoring, professional development, and community engagement. The review proposes a framework based on Umm Al-Qura University’s guide for Faculty Member Performance Evaluation and Development instrument, which allocates 40 points to teaching performance, 45 to scholarly output, and 15 to community service. This framework offers indicators tailored for ELT contexts and combines formative development with summative evaluations. Recommendations for implementation at the ELI across various faculty ranks, including instructors, lecturers, teaching assistants, and faculty members, are also provided, covering training, policy adjustments, and administrative procedures.