Learning from what doesn't work in teacher evaluation

被引：8

作者：

Close, Kevin ^{[1
]}

Amrein-Beardsley, Audrey ^{[2
]}

机构：

[1] Arizona State Univ, Mary Lou Fulton Teachers Coll, Learning Literacies & Technol Program, Tempe, AZ 85287 USA

[2] Arizona State Univ, Mary Lou Fulton Teachers Coll, Educ Policy & Evaluat Program, Tempe, AZ USA

来源：

PHI DELTA KAPPAN | 2018年 / 100卷 / 01期

关键词：

OBSERVATION SCORES;

D O I：

10.1177/0031721718797115

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Recent lawsuits reveal common mistakes plaguing current teacher evaluation systems. Drawing on arguments in court documents for prominent cases, the authors find that evaluation systems using value-added measures (VAM) suffer from a) inconsistent and unreliable teacher ratings, b) bias toward and against teachers of certain types of students, c) easy opportunities for administrators to game the system, and d) a lack of transparency. They urge others to engage with these (and other) arguments to design better, more valid, more useful, and ultimately more defensible teacher evaluation systems. © 2018 by Phi Delta Kappa International.

引用

页码：15 / 19

页数：5

共 20 条

[1]

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[2]

[Anonymous], 2015, Education Week

[3]

[Anonymous], 1999, STAND ED PSYCH TEST

[4]

Carey K., 2017, NY TIMES

[5]

Chiang H., 2016, Can student test scores provide useful measures of school principals' performance?

[6]

Close K., 2018, STATE LEVEL ASSESSME

[7]

Gabriel R., 2013, ED POLICY ANAL ARCH, V21, P1, DOI DOI 10.14507/epaa.v21n9.2013

[8]

Geiger T., 2017, TEACHERS COLL RECORD

[9]

Gill B., 2016, CONTENT PREDICTIVE P

[10] The Test Matters: The Relationship Between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment [J].

Grossman, Pam ;

Cohen, Julie ;

Ronfeldt, Matthew ;

Brown, Lindsay .

EDUCATIONAL RESEARCHER, 2014, 43 (06) :293-303

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