Phony Precision in Teacher Evaluations
Let's talk more about phony precision in teacher evaluations:
As I said before, using standardized test scores for even a small part of teacher evaluations is problematic, because the test is only part of the evaluation, but it's all of the decision. Because the rest of a teacher's evaluation is based on imprecise measures like observations, the very precise score a teacher gets on his or her students' tests takes over the rest of the evaluation.
For example: let's say a teacher in a district has to be cut. If two teachers are rated in their observations as "partially effective," the one with a lower ranting based on testing will lose her job - even if her observation shows she was
Washington D.C. already tried this under Michelle Rhee's IMPACT system. Let's see how they make it work:
This is a sample of a teacher's score after five observations. In each observation, the teacher was rated on a
As I said before, using standardized test scores for even a small part of teacher evaluations is problematic, because the test is only part of the evaluation, but it's all of the decision. Because the rest of a teacher's evaluation is based on imprecise measures like observations, the very precise score a teacher gets on his or her students' tests takes over the rest of the evaluation.
For example: let's say a teacher in a district has to be cut. If two teachers are rated in their observations as "partially effective," the one with a lower ranting based on testing will lose her job - even if her observation shows she was
Washington D.C. already tried this under Michelle Rhee's IMPACT system. Let's see how they make it work:
This is a sample of a teacher's score after five observations. In each observation, the teacher was rated on a
