The topic of teacher evaluation has an enduring place in the world of educational policy and practice. In fact, teacher evaluation has been a topic of interest and concern for so long that you might think we would be getting closer to understanding it well enough to make good use of it for the benefit of teachers and students. All too often this has not been the case in recent years.
The American Psychological Association has issued a new policy brief authored by Alyson Lavigne and Thomas Good that summarizes what research has to say about teacher evaluation and offers some sensible advice on how to proceed. The brief points out the weaknesses of both statistical approaches such as value-added modeling and observational approaches such as principals’ ratings based on classroom visits. The piece concludes with implications for practice that include greater attention to formative feedback and strategies for strengthening the measurement of teacher performance,
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