Building a More Complete Understanding of Teacher Evaluation Using Classroom Observations
Dados Bibliográficos
| ID | 9733548 |
|---|---|
| Autores | Julie Cohen (0000-0001-6794-7993, University of Virginia, Charlottesville, Va, autor correspondente), Dan Goldhaber (0000-0003-4260-4040, University of Washington, Bothell, WA) |
| Ano | 2016 |
| Volume | 45 |
| Fascículo | 6 |
| Páginas | 378-387 |
| Data de publicação | 2016-08-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Educational Researcher (JOURNAL) |
| Identificadores do periódico | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editora | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x16659442 |
| OpenAlex | W2460109950 |
| Idioma | EN |
| Citações recebidas | 60 |
| Referências citadas | 52 |
Improving teacher evaluation is one of the most pressing but also contested areas of educational policy. Value-added measures have received much of the attention in new evaluation systems, but they can only be used to evaluate a fraction of teachers. Classroom observations are almost universally used to assess teachers, yet their statistical properties have received far less empirical scrutiny, in particular in consequential evaluation systems. In this essay, we highlight some conceptual and empirical challenges that are similar across these different measures of teacher quality. Based on a review of empirical research, we argue that we need much more research focused on observations as performance measures. We conclude by sketching out an agenda for future research in this area
Economics · Educational research · Empirical research · Epistemology · Mathematics education · Pedagogy · Political science · Quality (philosophy · Scrutiny · Sociology · Statistics · Teacher Quality · Value (mathematics · Educational Assessment and Improvement · Mathematics · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Designing an Observation Protocol to Assess Tiered Instruction
The Extent of Effective Learning Skills From Perceptions of Arabic Teachers at Primary Schools
Agnosticism in instructional observation systems
Moving forward while looking back
How middle school special and general educators make sense of and respond to changes in teacher evaluation policy
Don’t blame the teacher? The need to account for classroom characteristics in evaluations of teaching quality
The Enduring Tension Between the Professional Growth and Accountability Purposes of Teacher Evaluation
Reconsidering the dual purposes of teacher evaluation
Design tensions in developing and using observation and assessment tools in makerspaces
Measuring Preschool Teachers’ Social-emotional Practices
Empowering principals to conduct classroom observations in a centralized education system
The Challenge of Measuring Instructional Coach Effectiveness
The Change We Cannot See
Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage
Improving Australia’s quality rating and improvement systems for early childhood education and care
A Taxonomy of Subjective Control
The Role of Situation Perception in Teaching
Teachers’ teaching and professional competences assessment
Navigating Classroom Observation Tensions
Boosting Classroom Practices Through Principal Feedback
Bifurcating Worlds? A Systematic Review of How Visual and Language Data Are Combined to Study Teachers and Their Teaching
Evaluating diversity training in schools
The Cares classroom observation tool
Measuring Text-Focused Reading Instruction
Powerful knowledge in the social studies classroom and beyond
Examining Rater Effects on the Classroom Assessment Scoring System
Psychological dimensions of feedback literacy in EFL writing
Evaluating the quality of middle school mathematics teachers, using videos rated by college students
Exploring patterns of principal judgments in teacher evaluation related to reported gender and years of experience
Teacher evaluation
Affordances and constraints of mathematics-specific observation frameworks and general elements of teaching quality
Working more collaboratively to better understand teaching and its quality
A process for establishing and maintaining inter-rater reliability for two observation instruments as a fidelity of implementation measure
Teachers’ interpersonal relationships and instructional expertise
Making Inferences About Teacher Observation Scores Over Time
Developing Situated Measures of Science Instruction Through an Innovative Electronic Portfolio App for Mobile Devices
The Stabilizing Influences of Linking Set Size and Model–Data Fit in Sparse Rater-Mediated Assessment Networks
Conceptions of Geography Teaching in Classrooms
Senior High School Teachers’ Preference for Professional Development
Caracterización de prácticas pedagógicas de personal docente adscrito a liceos del programa de acompañamiento y acceso efectivo a la educación superior (Pace)
The Seek & Share Resources Tool
Constellating the global teacher
Fidelity of implementation in a randomized controlled trial study
When Seeing Is Believing
Widely used measures of classroom quality are largely unrelated to preschool skill development
The when and what of measuring ECE quality
Novice teachers’ pedagogical content knowledge for planning and implementing mathematics and science lessons
Assessors influence results
Measuring returns to experience using supervisor ratings of observed performance
Potential Race and Gender Biases in High‐Stakes Teacher Observations
Teacher Skill Development
Teaching as Complex Intellectual Work
Making Sense of Consensus
Not Just Generalizability
Rater Performance Standards for Classroom Observation Instruments
Examining Clinical Teaching Observation Scores as a Measure of Preservice Teacher Quality
Unpacking the Relationship Between Classroom Teacher Characteristics and Time to English Learner Reclassification
Grading Teachers
The Predictive Validity of Classroom Observations
Different Methods for Assessing Preservice Teachers' Instruction
The Effect of Evaluation on Teacher Performance
How Context Matters in High-Need Schools
An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement
Models for Value-Added Modeling of Teacher Effects
An Argument Approach to Observation Protocol Validity
Measuring the Impacts of Teachers II
The Impact of Individual Teachers on Student Achievement
Assessment Accommodations for English Language Learners
Unpacking Pedagogical Content Knowledge
Teachers, Schools, and Academic Achievement
Organizing Schools for Improvement
Trends in Classroom Observation Scores
Effect of Observation Mode on Measures of Secondary Mathematics Teaching
Teaching Quality Across School Settings
Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms
Reliability and validity of the Classroom Observations of Student–Teacher Interactions (Costi) for kindergarten reading instruction
Respecting complexity in measures of teaching
Incentives, Selection, and Teacher Performance
Measure for Measure
The Stability of Observational and Student Survey Measures of Teaching Effectiveness
Conceptualization, Measurement, and Improvement of Classroom Processes
Make Room Value Added
When Rater Reliability Is Not Enough
Exploring the Potential of Value-Added Performance Measures to Affect the Quality of the Teacher Workforce
Will Vams Reinforce the Walls of the Egg-Crate School
Is it Just a Bad Class? Assessing the Long‐term Stability of Estimated Teacher Performance
A Validity Argument Approach to Evaluating Teacher Value-Added Scores
What Does It Mean to Be Ranked a “High” or “Low” Value-Added Teacher? Observing Differences in Instructional Quality Across Districts
But that's just good teaching! The case for culturally relevant pedagogy
Back to the Future
What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward
The Work of Teaching and the Challenge for Teacher Education
| Obras citantes distintas | 60 |
|---|---|
| Citações por ano | 6,67 |
| Intervalo de citações | 2017 - 2026 (10) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 60 |