Search results for: Teacher assessment
Page 1/2 17 items
This study explores the characteristics of the teacher evaluation model in Finland. Highlighting the unique qualities of the Finnish case, the authors also compare these teacher evaluation practices with the increasingly applied value-added model (VAM) for teacher evaluation across the globe. Their analysis revealed that the Finnish Model prioritises teacher empowerment and professional development by carrying out bottom-up evaluation practices. With a clear focus on teacher empowerment and professional development, this framework substantially differs from accountability measures such as VAM, which emphasize rigid data collection procedures and the use of standardized test scores to hold teachers accountable based on their students’ academic performance. This study also revealed that professional development endeavours of teachers are highlighted as the key elements in Finnish teacher evaluation.
Updated: Nov. 17, 2019
Keeping Our Best? A Survival Analysis Examining a Measure of Preservice Teacher Quality and Teacher Attrition
In this study, the researchers analyzed data from an apprenticeship-style teacher preparation program to understand the relationship between a measure of preservice teacher quality—student teachers’ observational scores—and their decisions to (a) enter into the profession, and (b) stay in the profession within the first 2 years after graduation. They found that more qualified student teachers are more likely to enter into the profession and stay in the profession, even after controlling for student teachers’ demographic characteristics and their academic achievement.
Updated: Jun. 02, 2019
Linking Student Achievement to Teacher Preparation: Emergent Challenges in Implementing Value Added Assessment
The authors describe challenges that were confronted around the deployment of Louisiana’s value-added assessment of teacher preparation programs. Their discussion is organized around the challenges emerging from calculation, communication, and change. The discussion provides information that policy makers and teacher education leaders, rather than analysts, might find useful, and focuses on the types of challenges that a state or university system can expect to encounter in developing a value-added assessment. They describe decisions made in response to specific challenges that appear to have been successful and some that in retrospect appear to have been mistakes.
Updated: May. 29, 2019
Using Student Test Scores to Measure Teacher Performance: Some Problems in the Design and Implementation of Evaluation Systems
This article aims to draw attention to some underappreciated problems in the design and implementation of evaluation systems that incorporate value-added measures.
Updated: Jul. 08, 2015
The Test Matters: The Relationship Between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment
This study examined how the relationships between one observation protocol, the Protocol for Language Arts Teaching Observation (PLATO), and value-added measures shift when different tests are used to assess student achievement. The findings revealed that PLATO was more strongly related to the Stanford Achievement Test (SAT-9), the alternative assessment used by MET to assess more ambitious outcomes. Furthermore, the authors found that the SAT-9 is more instructionally sensitive to the PLATO factor of Cognitive and Disciplinary Demand than the state tests used in MET study.
Updated: Feb. 11, 2015
In this article, the authors examine a rubric used to assess students’ writing in a large-scale testing program. They present empirical evidence for the existence of a potentially widespread threat to the validity of rubric assessments that arose due to design features. The research casts doubt on whether rubrics with structurally aligned categories can validly assess complex skills.
Updated: Feb. 10, 2015
The purpose of this study was to determine how teachers rate themselves as compared to how students rate teachers. The authors used the Teacher Efficacy the External Influences Scale. This study demonstrates the utility of asking students to rate their teachers. In addition, the results indicate that students and teachers might perceive what influences students from different perspectives.
Updated: Sep. 01, 2014
In this article, the author contrasts two motivation theories often used to guide thinking about teacher evaluation, in order to develop an overarching theory of how evaluation works. The external motivation theory relies on economics and extrinsic incentives, and the internal motivation uses psychology and intrinsic incentives. These theories and available evidence raise doubts about performance-based pay, but not the use of other extrinsic incentives.
Updated: Aug. 20, 2014
Learning to Teach Mathematics through Inquiry: A Focus on the Relationship between Describing and Enacting Inquiry-Oriented Teaching
This research had two purposes: (1) to explore the experiences of prospective teachers learning to teach mathematics within an inquiry-based teacher education programme; and (2) to study whether and how these teachers enacted what they had learned in their teacher preparation programme in their first year of teaching. The analysis draws on interviews with one graduate to explore some of the ways in which this new teacher enacted inquiry-based teaching approaches in his first year of teaching. This article presents implications for beginning teachers’ collaborative practices, for the assessment of new teachers and for practices in preservice teacher education.
Updated: Dec. 21, 2010
Teachers' verbal ability has been thought to predict student achievement ever since the relationship was found in the classic Equality of Educational Opportunity (EEO) study by Coleman et al. By way of meta-analysis the authors examine the evidence on the power of teachers' verbal ability as a predictor of school outcomes. The findings indicate that teacher verbal ability is not the strongest predictor of students' academic achievement.
Updated: May. 09, 2010