Recent Studies in Educational Evaluation Articles - Elsevier

 

teacher evaluation articles

In fact, I (and many others in the academic and policy communities) believe it's time for a major rethinking of how we structure teacher evaluation to ensure that teachers, as professionals, can Author: Charlotte Danielson. Teacher Evaluation Research and Articles. A collections of research articles and supplemental information regarding teacher evaluation. Getting Teacher Evaluation Right: . In the first article, de Lima and Silva report on a study of the ways in which classroom observation is perceived as a teacher evaluation tool by teachers and department heads in the Azores, one of Portugal’s overseas territories, where in , the regional government legislated a new system of teacher pausinivs.gq by: 3.


Evaluations That Help Teachers Learn - Educational Leadership


Please take this quick teacher evaluation articles to tell us about what happens after you publish a paper. Educational Assessment, Evaluation and Accountability. Since the turn of the century, teacher assessment and evaluation have been put forward as an important strategy for assuring and developing educational quality in many countries, teacher evaluation articles.

Out of 28 countries surveyed in the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes22 reported having national- or state-level policy frameworks for teacher evaluation. The USA can be characterised as a forerunner in the implementation of teacher evaluation models. According to Reddy et al. First, we pointed out that questions can be raised about the links between teacher evaluation policies and research and the extent to teacher evaluation articles empirical evidence is considered when promoting or implementing new models of teacher evaluations Huber and Skedsmo On the basis of their analysis of the evidence from research into teacher evaluation and its impact on school improvement, Hallinger et al.

Moreover, teacher evaluation articles, they argued that the literature on the new generation of teacher evaluation models is often characterised by overly optimistic interpretations and a tendency to overlook important limitations of the research designs employed. Thirdly, contributions to this journal have provided insights about the use of different measures of teacher evaluation articles evaluation e.

Fourthly, we raised awareness of contextual issues when implementing teacher evaluation models and other output-oriented policy tools see Santelices et al. Sixth, the difficulties of using teacher evaluation measures to promote reflective and inquiry-based approaches to developing teaching practices have been addressed ibid.

Finally, there have been contributions which attempted to provide alternative approaches to teacher evaluation whose various purposes are better balanced than many of the prevailing accountability oriented models.

These alternative methods emphasise elements such as fairness, teacher evaluation articles, inclusivity, and core aspects of teacher work that cannot be easily measured, including student engagement Amrein-Beardsley et al. In this issue, one of the contributions follows up on the topic of fair and valid measures of teaching evaluation by examining classroom observation ratings. The other three articles argue for the need for more teacher involvement in the process of designing and implementing teacher evaluation as teacher evaluation articles as systems of student test procedures and standard-based instruction.

Their findings provide insights into how teachers and department heads are coping with the new mandatory procedures. The teachers doubted the potential benefits of these measures for their professional development, while the department heads found their new role—that of mid-level leaders responsible for teacher evaluation articles and evaluating the performances of their colleagues—challenging in a professional culture built on the principles of equality and autonomy.

The authors note a range of implications; for instance, the need for leadership preparation and training in conducting the observations and, importantly, in how to engage teachers in joint reflections on their practices as well as professional development opportunities. In the second article, teacher evaluation articles, Lei, Li, and Leroux report on the findings from the MET study, in which observation ratings of the CLASS instrument covering three broad areas: emotional support, classroom organisation, teacher evaluation articles, and instructional support were applied to measure the teaching quality in the classrooms of schools in six large school districts in the USA over a 2-year period.

The authors examined classroom-level variations in observation ratings and accounted for the teacher-level, school-level, and rater-level variations. Based on this finding, they point to several important implications for the interpretation and use of classroom observation ratings as part of teacher evaluations, including the danger of wrongly classifying teachers if their ratings are only based on the observation of one of their classrooms.

Moreover, the authors argue that the classroom context needs to be considered and that further research is needed teacher evaluation articles understand classroom-level variations and to explore within-classroom variations, as they expect that teacher performance may change over time teacher evaluation articles a classroom.

The analysis is based on data from 33 school administrators and teachers from 22 schools located in four high-poverty urban districts in the USA, teacher evaluation articles. Based on these findings, the authors raise questions about the relevance of the evaluation models implemented, as they favour information from the perspective of the evaluator, such as increases in student achievement or teacher value-added methods, while direct teacher input about classroom processes is limited.

In their mixed methods study, they combined survey and interview data gathered from secondary school teachers in a large urban district in the USA. The state has a long tradition of high-stakes testing, and more recently, it has adopted a set of learning standards that are aligned with the Common Core State Standards.

Based on their analysis, Bonner et al. Teachers who held positive perceptions about standards-based externally mandated testing were more likely to use standards in their instruction than those who had negative perceptions about the test-based system.

Teachers who preferred alternatives to traditional formats of classroom assessment were less likely to hold positive beliefs about state standards-based testing.

Bonner et al. Further findings showed how some teachers experienced tensions when their professional values and expertise were threatened by the external mandates.

Other teachers seemed to manage to align test-based formats in ways that enabled them to pursue their own ideas about good assessment and instructional practices. In general, we can state that many attempts have been made to measure the quality of teachers and teaching, and thus, recently, the number of research studies investigating different models and approaches and their intended as well as unintended consequences has increased significantly.

Based on the articles in this issue, we would like to draw the attention to three points. The first relates to the article by de Lima and Silva. Teacher evaluation articles paper challenges the top-down implementation of performance management procedures, which due to their control-orientation and hierarchical character, seems to disrupt the existing school culture and established teacher autonomy.

Moreover, the article demonstrates the importance of involving and preparing key actors, such as mid-level leaders, to take a more active role in implementation processes. The second point concerns the measurement of teacher performance by observation, especially using observation ratings for making high-stakes decisions regarding individual teachers.

Following the findings of the study by Lei et al. The third point concerns teacher participation in designing evaluation systems. The study by Reddy et al. Furthermore, teacher evaluation articles, there are also teacher evaluation articles between the classroom practices that teachers believe in and prefer to use and those practices mandated by policy, which materialise as external testing systems and accountability practices.

It can be argued that these inconsistencies call for stronger teacher voices and participation in redesigning teacher evaluation systems, and also for the use of data to increase the relevance of these systems for teacher evaluation articles practice. Skip to main content Skip to sections. Advertisement Hide. Download PDF. Teacher evaluation: the need for valid measures and increased teacher involvement.

Article First Online: 14 February Teacher evaluation articles, A. Educational Assessment, Evaluation and Accountability, 28 2— CrossRef Google Scholar. Briggs, D. Teacher evaluation articles holistic judgments and high-stakes evaluations of teachers. Educational Assessment, Evaluation and Accountability, 29 2— Hallinger, P, teacher evaluation articles.

Teacher evaluation and school improvement: an analysis of the evidence. Educational Assessment, Evaluation teacher evaluation articles Accountability, teacher evaluation articles, 26 15— Huber, S. Teacher evaluation—accountability and improving teaching practices.

Lavigne, A. Liu, S. Meng, L. Teachers for teacher evaluation articles 21st century. Using evaluation to improve teaching. Google Scholar. Roegman, R. Santelices, M. Two teacher quality measures and the role of context: evidence from Chile. Skedsmo, teacher evaluation articles, G. Personalised recommendations. Cite article How to cite?

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Can Teacher Evaluation Improve Teaching? - Education Next : Education Next

 

teacher evaluation articles

 

Although the 3, educators I queried do not constitute a representative sample, their responses do raise the issue of what teacher evaluation looks like when its primary purpose is development. Systems That Focus on Development. Teacher evaluation systems that are designed to help teachers improve have three primary characteristics. If we want teacher evaluation systems that teachers find meaningful and from which they can learn, we must use processes that not only are rigorous, valid, and reliable, but also engage teachers in those activities that promote learning—namely self-assessment, reflection on . Making Teacher Evaluations Work Evaluating teachers is one of the most difficult jobs in any school district. The Montgomery County (Maryland) Public Schools handle teacher evaluation by incorporating it into an in-depth, wide-ranging approach to teacher learning called the Professional Growth System.