Developing Performance Standards for Teacher Assessment by Policy Capturing

There is a need for assessment of teachers’ competencies fostered by a \ngrowing attention given to accountability and quality improvement. Important questions \nare how good the demonstrated competencies of teachers should be for a satisfying \nassessment and how the different competencies should be weighted. Using a policy \ncapturing method, in two rounds, nine stakeholders developed performance standards \n(or cut-off scores) for teacher assessment on eight criteria (or content standards) that \nresulted from an earlier study. Between the rounds, the panellists held a structured \ngroup discussion. Policy capturing proved to be a clear and useful method generating \nconsistent judgements that can be described according to both a compensatory model \nand a conjunctive model. From the first to the second round, the consistency increased. \nHowever, while the panellists agreed to a substantial degree on the performance \nstandards, they disagreed on the weights to be assigned to the criteria

Mathematics education · Computer Science · Educational Assessment and Improvement · Evaluation and Performance Assessment · Human Resource Development and Performance Evaluation · Psychology

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