Teacher Evaluation: Should we Look at Evidence of Learning?
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In the mistaken belief that test scores are adequate reflections of learning, we have created vast systems to extract test score data, and now are requiring that this data be incorporated in teacher and principal evaluations across the country. Can we return to an authentic use of evidence and data in teacher evaluations?
The publication of teacher ratings generated by Value Added Models (VAM) in New York has prompted some closer examination of their validity, as I discussed here yesterday. This has brought into the mainstream what was, up until recently, a discussion among academics.
Even some of the proponents of these methods have quailed at the sight of teachers being scorned in the press for their low VAM ratings. Let's assume that sanity prevails, and we are able to roll back these test-centered evaluation systems. Is there a way we SHOULD be incorporating student learning into teacher evaluations?
In the mistaken belief that test scores are adequate reflections of learning, we have created vast systems to extract test score data, and now are requiring that this data be incorporated in teacher and principal evaluations across the country. Can we return to an authentic use of evidence and data in teacher evaluations?
The publication of teacher ratings generated by Value Added Models (VAM) in New York has prompted some closer examination of their validity, as I discussed here yesterday. This has brought into the mainstream what was, up until recently, a discussion among academics.
Even some of the proponents of these methods have quailed at the sight of teachers being scorned in the press for their low VAM ratings. Let's assume that sanity prevails, and we are able to roll back these test-centered evaluation systems. Is there a way we SHOULD be incorporating student learning into teacher evaluations?