Using Test Scores to Evaluate Teachers Is Based on the Wrong Values
I should be a cheerleader for the New York evaluation system for educators known as the Annual Professional Performance Review system, or A.P.P.R. I am the principal of a very successful high school where students get great test scores. I have a wonderfully supportive superintendent. My personal “score,” in all probability, will be high.
The right question to ask, however, is not whether this evaluation system is good or bad for adults, but rather whether it is good or bad for students.
Numerical evaluations of educators, 40 percent of which is based on student test scores and achievement, will damage the relationship between teachers and students, a relationship at the heart of student success.
It will accelerate teaching to tests instead of teaching
