"The evidence against using student test scores to evaluate teachers keeps growing." More on the recently released study showing that when compared to other indicators of teacher performance, student test results do not correlate. According to one of the study's authors, Morgan Polikoff, “While value-added measures do provide some useful information, our findings show that they are not picking up the things we think of as being good teaching. Given the growing extent to which states are using these measures for a wide array of decisions, our findings are troubling.”"
The latest issue of the ASCD's magazine, Educational Leadership, focuses on teacher evaluation. Follow this link to see the table of contents and abstracts of the articles. Your library has the print edition available for lending.
"A spreading method of teacher performance that places significant importance on student growth measures has a weak to nonexistent link with teacher performance, according to new researchpublished Tuesday.
Morgan Polikoff and Andrew Porter, two education experts, analyzed the relationships between "value-added model" (VAM) measures of teacher performance and the content or quality of teachers' instruction by evaluating data from 327 fourth and eighth grade math and English teachers in six school districts. The weak relationships made them question whether the data would be useful in evaluating teachers or improving classroom instruction, the report says."
The latest acronym that is popping up everywhere is: VAM. It stands for Value-Added Measurement and refers to the practice of evaluating teachers based on the performance of their students using standardized tests as measures.This link goes to a list of blog posts on the NPE site that focus on VAM. A quick scan of the dates shows that VAM as a topic on this particular site has become very frequent lately.
KNOWLEDGE BRIEF 6by Dan Goldhaber and Susanna Loeb Evaluators have to rely on inherently imperfect measures to rate teachers. As a result, evaluating teachers to group them into performance categories will inevitably lead to errors.
"School districts around the country are facing obstacles as they attempt to finalize new teacher evaluation systems in time for the 2013-14 school year. At least 30 states have passed laws requiring new evaluation systems, but many cities are experiencing pushback from teachers and unions, particularly on requirements to include student test scores as a part of a teacher’s rating."
Developing new teacher-evaluation systems has been identified by scholars and policymakers alike as a crucial part of improving teacher quality and raising student academic performance across the country.
This article was published by the Center for American Progress and recommended by our own Dawna Green.