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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Units of Study; Statistical Significance; Class Size; Effect Size; Student Evaluation of Teacher Performance; Teacher Evaluation; Online Courses; Rating Scales; College Students; College Faculty; Foreign Countries; Intellectual Disciplines; Statistical Analysis
Abstract:
Based on student evaluation of teaching (SET) ratings from 1,432 units of study over a period of a year, representing 74,490 individual sets of ratings, and including a significant number of units offered in wholly online mode, we confirm the significant influence of class size, year level, and discipline area on at least some SET ratings. We also find online mode of offer to significantly influence at least some SET ratings. We reveal both the statistical significance and effect sizes of these influences, and find that the magnitudes of the effect sizes of all factors are small, but potentially cumulative. We also show that the influence of online mode of offer is of the same magnitude as the other 3 factors. These results support and extend the rating interpretation guides (RIGs) model proposed by Neumann and colleagues, and we present a general method for the development of a RIGs system. (Contains 5 tables.)
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Teacher Effectiveness; Feedback (Response); Second Languages; Peer Evaluation; Language Teachers; Teacher Evaluation; Outcomes of Education; Instructional Improvement; Faculty Development; Secondary School Teachers; Sociocultural Patterns
Abstract:
Although there is no consensus on how to assess teacher quality, scholars do agree that the improvement of teaching is the most important step that we can take toward improving the quality of education of our students and the one that directly affects learning outcomes (Perlman & McCann, 1998). Teacher assessment has become a cornerstone issue insofar as teaching improvement is concerned; yet, there is no consensus as to what constitutes an effective assessment method (Brent & Felder, 1997; Wood & Harding, 2007). This problem particularly affects foreign language teachers. In this conceptual article, we explore and argue for a model that situates peer evaluation at the center of teacher assessment. Further, we argue that foreign language teacher assessment: 1) should include multiple types of assessments, ranging from administrative evaluations to peer observations and feedback; and 2) should primarily serve as a platform for improvement of the quality of teaching and for the teacher's growth and professional development. We conclude by identifying directions for future research examining the potential of this proposed model. (Contains 2 figures and 2 footnotes.)
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Pub Date: |
2013-04-00 |
Pub Type(s): |
Books; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Teaching Methods; Best Practices; Teacher Evaluation; Faculty Development; Teacher Effectiveness; Teacher Improvement; Models; Teacher Collaboration; Standards; Student Evaluation; Classroom Techniques; Teacher Participation; Teacher Education
Abstract:
Teacher evaluation systems are being overhauled by states and districts across the United States. And, while intentions are admirable, the result for many new systems is that good--often excellent--teachers are lost in the process. In the end, students are the losers. In her new book, Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning. She outlines the most current research informing evaluation of teaching practice that incorporates evidence of what teachers do and what their students learn. In addition, she examines the harmful consequences of using any single student test as a basis for evaluating individual teachers. Finally, Darling-Hammond offers a vision of teacher evaluation as part of a "teaching and learning system" that supports continuous improvement, both for individual teachers and for the profession as a whole. This groundbreaking book: (1) Presents a comprehensive teacher evaluation system based on research and best practices; (2) Describes a variety of models from across the United States that base evaluations on an assessment of classroom practice in light of professional standards, an array of student work, and active participation in the professional community; (3) Explains how teacher peers become part of the evaluation and support system; and (4) Demonstrates how to create a fair and substantiated process for removal of teachers who can't improve.
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Pub Date: |
2013-04-00 |
Pub Type(s): |
Books; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Academic Achievement; Educational Policy; Evidence; Information Systems; Educational Resources; Models; Data; Information Utilization; Data Analysis; Educational Research; Teacher Evaluation; Measurement Techniques; Evaluation Methods
Abstract:
For better or worse, many educational decisions that were once handled on a personal level by teachers or administrators now increasingly rely upon data and information. To be successful in this era, educators need to understand this broad sociotechnical revolution and how it is realigning traditional roles and responsibilities. In this book, the author draws on his unique background in learning sciences, education policy, and information systems to provide valuable insights for both policy and practice. The text discusses many current topics including value-added modeling for teacher evaluation, big data and analytics, longitudinal data systems, open educational resources, blended and personalized learning models, and new designs for teaching. This comprehensive book: (1) Examines the social and historical context of the educational data movement as it unfolds across educational levels; (2) Synthesizes different research traditions from inside and outside of education; (3) Assesses the successes, challenges, and potential of data analytics; (4) Helps educators and innovators design technology-rich solutions for greater student success; and (5) Discusses the catalytic role that foundations have played in making education a more informational and evidence-based practice.
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Author(s): |
N/A |
Source: |
What Works Clearinghouse |
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Pub Date: |
2013-01-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Teacher Effectiveness; Teacher Evaluation; Measures (Individuals); Test Validity; Scores; Observation; Student Surveys; Comparative Analysis; Academic Achievement; Achievement Gains; Educational Research
Abstract:
"Have We Identified Effective Teachers? Validating Measures of Effective Teaching Using Random Assignment" tested whether a measure created by study authors could identify teachers who are effective at increasing student achievement. The authors used 2009-10 school year data to create a single composite measure of teacher effectiveness; this composite measure included estimates of teacher value-added to student test scores, data from classroom observations of teachers, and responses to student surveys. Then, for the following school year (2010-11), the authors randomly assigned classrooms of students to teachers (to ensure that there were no measured or unmeasured differences in students assigned to each teacher) and then followed the students' academic progress throughout the school year. The authors compared the students' actual academic achievement with their predicted achievement to determine how well the teacher effectiveness measure identified teachers who were improving student performance beyond their expected gains. The study found that the measure of teacher effectiveness created using 2009-10 data was correlated with student achievement measured at the end of 2010-11. On average, students of teachers who were identified as being relatively more effective had higher achievement gains than students of other teachers in the same school, grade, and subject. Although this study aims to identify effective teachers in terms of improved student achievement, it is not eligible for review by the What Works Clearinghouse (WWC) because the study does not include identifiable intervention and comparison groups. This study does not test a specific policy, intervention, or practice. Instead, it assesses whether student achievement can be predicted from a continuous measure of teacher effectiveness.
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Pub Date: |
2013-02-00 |
Pub Type(s): |
Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
State Standards; Outcomes of Education; Teaching Methods; Teacher Characteristics; Observation; Professional Development; Educational Change; Teacher Evaluation; Elementary Secondary Education; Educational Objectives; Student Surveys; Academic Standards; Alignment (Education); Curriculum Design; Models; Educational Policy; Problem Solving; Mathematics Achievement; Reading Achievement; Writing Achievement; Teacher Education; Teacher Certification
Abstract:
The Common Core State Standards Initiative, in its aim to align diverse state curricula and improve educational outcomes, calls for K-12 teachers in the United States to engage all students in mathematical problem solving along with reading and writing complex text through the use of rigorous academic content. Until recently, most teacher evaluation systems in this country did not measure or promote the ability of teachers to practice in these ways. This report discusses efforts to develop and implement Common Core standards and assessments in the 45 states and the District of Columbia that are initiative members, and outlines how past attempts to enact standards-based reform have been impeded by limitations in teacher evaluation. It also draws on the notion of "standard of care," from the field of medicine, to note that advances in the understanding of subject matter, pedagogy, how students learn, and technology call for teachers to continually acquire new knowledge and to refine their instructional practices by participating in comprehensive professional development on a regular basis. Several new approaches to evaluating teachers hold promise for promoting the type of ongoing teacher learning and changes in instruction that would be associated with a professional standard of care in K-12 teaching. These approaches include classroom observation protocols, student surveys, value-added models, and teacher performance assessments. This report details these approaches and explains their potential to strongly support the enactment of the Common Core standards and assessments. At the same time, it also considers a number of challenges connected with implementing each of these. The approaches to teacher evaluation presented here, when combined with comprehensive professional development for teachers and school leaders and changes in the organization and capacities of school districts, have the potential to support the types of teacher knowledge acquisition and changes in instructional practices called for by the Common Core standards and assessments. (Contains 59 endnotes.)
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