Search results for: Teacher evaluation
Page 1/3 26 items
Teacher evaluation policy in Arab-Israeli schools through the lens of micropolitics: implications for teacher education
As part of a larger mixed-method study on teacher evaluation, this paper explores how cultural and socio-political contexts of the Israeli Arab public schools inform principals’ high-stakes evaluation processes for attaining tenure. Concepts from micropolitical theory were used to analyse data from in-depth semi-structured interviews with twenty novice teachers and twenty principals. Findings from the qualitative data suggest that power relations and contextual features of Israeli-Arab society such as collectivism and face-keeping direct how decisions are made and limit the work of the actors involved. The study provides insights into how principals exercise their power to attain what they interpret as teacher quality while evaluating teachers, and how the latter interpret such power relations in their local contexts. It also suggests the need for substantive groundwork in preparing prospective teachers for the high-stakes teacher evaluation processes that characterise the Israeli-Arab education system and the efforts to maintain teacher quality.
Updated: Nov. 02, 2021
edTPA (Educative Teacher Performance Assessment) is designed to strengthen teacher professionalization and provide a framework for program redesign. However, using a national assessment to shift the content of local programs is challenging because of their inherent organizational complexity. In this article, the authors focus on this complexity, using a systems lens to analyze edTPA implementation at a large, public university. Employing a mixed-methods case study design, they survey 250 teacher educators and candidates to understand how they interpret the demands of edTPA and how their varied perspectives impact each other. They interview a stratified, purposive subset of participants to explore mechanisms underlying quantitative findings. They find substantial internal variation in edTPA implementation that translates into differential support for candidates. This variation could not be explained by duration of implementation of edTPA. Varied perspectives may stem from distinct perceptions of teacher educators’ professional roles and the role they see edTPA playing in teacher professionalization.
Updated: Jul. 21, 2020
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
Evaluating Special Education Teachers’ Classroom Performance: Rater Reliability at the Rubric Item Level
In this study, 19 special education teachers in California and Idaho each contributed three video-recorded classroom lessons. Using rubric items designed to reflect efficacious instructional practices for teaching students with disabilities, school administrators and peers scored the teachers’ lessons. Rater reliability and sources of error variance were examined using generalizability theory. The authors found that peers were more reliable raters than school administrators, who did not have expertise in special education, and the school administrators’ ratings varied at the rubric items level. Implications for classroom observation systems are discussed by the authors.
Updated: Jul. 25, 2019
Enabling Collaboration and Video Assessment: Exposing Trends in Science Preservice Teachers’ Assessments
In this paper, the authors describe a new, free resource for continuous video assessment named YouDemo. This tool enables real time rating of uploaded YouTube videos for use in science, technology, engineering, and mathematics (STEM) education and beyond. The authors discuss the discrepancies between preservice science teachers’ assessments of self- and peer-created videos using the tool. The findings reveal that preservice teachers, who used the YouDemo, engaged in reflection and discussion on a deeper level than traditional means of pedagogical skill building in the classroom. Furthermore, preservice teachers perceived continuous video rating beneficial in enabling video assessment, promoting critical thinking, and increasing engagement the authors found that based on the discrepancies we found in peer and self-evaluations.
Updated: Sep. 18, 2017
This study investigated the effect selected extrinsic variables have on survey data collected to determine the efficacy of, and improve, teacher preparation programs. The authors conducted two studies. The findings reveal that study 1 addressed the most frequent argument, that more coursework would improve assessment data. California does not allow an undergraduate major in education so credentials are added on to degrees in other subjects and programs are also limited to preparation that can be completed in one year. The results of Study 2, however, showed no clinically significant correlation between the principals’ evaluation of the CSU graduates’ preparation program and the characteristics of schools in which they taught during their first year.
Updated: May. 09, 2017
Critical Perspectives on Testing Teaching: Reframing Teacher Education for English Medium Instruction
This investigation provides a basis for considering the role of corrective and transformative critiques in producing knowledge through testing teaching for reframing teacher education in response to, and as an expression of, the globalisation of English. This knowledge-producing approach to critique begins with a literature review of prior testing models of content and language integrated learning through English medium instruction (EMI) programmes. Through adopting the practice of critique as a knowledge-producing venture, this study offers a model of EMI testing that can contribute to improvements in the organisation of professional learning and change, as well as certification procedures.
Updated: Mar. 30, 2016
Teacher Performance Assessment (edTPA): An Instructor’s Development and Evaluation of an Embedded Signature Assessment in an Early Childhood Literacy Course
This paper describes an assignment piloted in an early childhood literacy class as an embedded signature assessment. The article has three goals: to explain the context that led to the development of the assignment, to describe how the assignment was created and piloted, and to describe the methodology and results of an action research project intended to collect data on candidates’ perceptions of the challenges and value of the assignment.
Updated: Feb. 29, 2016
This article evaluates the work of Gargani and Strong, who claim to have developed and validated an observation system that requires only 4 hr of training, but one that can identify effective teachers using just 20 min of one video-taped lesson. Although the authors find some aspects of their work as well done, they find, more generally, that their claims are premature and inflated. Their work suffers from several problems including inattention to relevant historical work, no demonstrated ecological validity, no working theory, and lacks a clear conception of what RATE is.
Updated: Dec. 06, 2015
This study examines the use of the Wayfind Teacher Assessment as a tool for determining the proficiencies of teacher candidates in their final year of preparation in relationship to the National Educational Technology (Standards for Teachers NETS•T). The findings reveal that the WTA seemed to support students’ self-reflection and professional development by providing relevant quantification of their abilities to meet the NETS•T. Teacher candidates scored at a proficient level, indicating that they were prepared to enter the teaching force with the knowledge, skills, and dispositions identified in the NETS•T. The participants had the opportunity to develop their own individualized professional development plans to increase their proficiencies.
Updated: Aug. 30, 2015