Reassessing Teacher Assessments

Reassessing Teacher Assessments We asked five education practitioners and researchers to respond to the following prompt:

How best to evaluate classroom teachers continues to be one of the most contentious debates in education policy. The recent passage of ESSA and the impending change of administrations in the White House hold no clear answers for what the future holds for teacher evaluation. The use of VAM, or value-added measures—the process of assessing teacher effectiveness based on student test scores—has stirred tremendous controversy.

In what ways would you change teacher-evaluation systems? What are the best ways schools to reliably and transparently gauge teacher effectiveness?

The shift in focus of teacher evaluations from how well teachers teach to how much students learn is a profound change, writes Arthur Levine, but as with any new innovation, student-outcome-based assessments still need improvement.


Have advocates oversold the capacity of value-added modeling in teacher assessments to help improve a school's teaching corps? Lehigh University's Craig Hochbein and Abby Mahone explore.


To evaluate a teacher's effectiveness, supervisors should use a model rooted in a prioritization of student understanding, writes Hamilton Central School District Superintendent of Schools Anael Alston.


Teacher evaluation has in the past suffered from two fundamental issues: lack of consensus about standards and insufficient staffing to allow effective evaluation, writes retired school principal Linda Murdock. How can we solve those fundamental problems?


The opinions expressed in OpEducation are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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