nach oben

Educational Assessment, Evaluation and Accountability

Erschienen in:

14.02.2018

Teacher evaluation: the need for valid measures and increased teacher involvement

verfasst von: Guri Skedsmo, Stephan Gerhard Huber

Erschienen in: Educational Assessment, Evaluation and Accountability | Ausgabe 1/2018

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Excerpt

Since the turn of the century, teacher assessment and evaluation have been put forward as an important strategy for assuring and developing educational quality in many countries. Out of 28 countries surveyed in the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes (2013), 22 reported having national- or state-level policy frameworks for teacher evaluation. In the six remaining countries, practices to provide feedback on teachers’ work were designed and implemented locally. …

Nächster Artikel Resistance to classroom observation in the context of teacher evaluation: teachers’ and department heads’ experiences and perspectives

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Amrein-Beardsley, A., Polasky, S., & Holloway-Libell, J. (2016). Validating “value added” in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system. Educational Assessment, Evaluation and Accountability, 28(2), 139–159. https://doi.org/10.1007/s11092-015-9234-5.CrossRef

Briggs, D. C., & Dadey, N. (2017). Principal holistic judgments and high-stakes evaluations of teachers. Educational Assessment, Evaluation and Accountability, 29(2), 155–178. https://doi.org/10.1007/s11092-016-9256-7.CrossRef

Hallinger, P., Heck, R., & Murphy, J. (2014). Teacher evaluation and school improvement: an analysis of the evidence. Educational Assessment, Evaluation and Accountability, 26(1), 5–28. https://doi.org/10.1007/s11092-013-9179-5.CrossRef

Huber, S. G., & Skedsmo, G. (2016). Teacher evaluation—accountability and improving teaching practices. Educational Assessment, Evaluation and Accountability, 28(2), 105–109. https://doi.org/10.1007/s11092-016-9241-1.CrossRef

Lavigne, A. L., & Chamberlain, R. W. (2017). Teacher evaluation in Illinois: school leaders’ perceptions and practices. Educational Assessment, Evaluation and Accountability, 29(2), 179–209. https://doi.org/10.1007/s11092-016-9250-0.CrossRef

Liu, S., Xu, X., & Stronge, J. H. (2016). Chinese middle school teachers’ preferences regarding performance evaluation measures. Educational Assessment, Evaluation and Accountability, 28(2), 161–177. https://doi.org/10.1007/s11092-016-9237-x.CrossRef

Meng, L., & Muñoz, M. (2016). Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA. Educational Assessment, Evaluation and Accountability, 28(2), 179–199. https://doi.org/10.1007/s11092-015-9230-9.CrossRef

OECD. (2013). Teachers for the 21st century. Using evaluation to improve teaching. Paris.

Roegman, R., Goodwin, A. L., & Reed, R. (2016). Unpacking the data: an analysis of the use of Danielson’s (2007) Framework for Professional Practice in a teaching residency program. Educational Assessment, Evaluation and Accountability, 28(2), 111–137. https://doi.org/10.1007/s11092-015-9228-3.CrossRef

Santelices, M. V., Valencia, E., Gonzalez, J., & Taut, S. (2017). Two teacher quality measures and the role of context: evidence from Chile. Educational Assessment, Evaluation and Accountability, 29(2), 111–146. https://doi.org/10.1007/s11092-016-9247-8.CrossRef

Skedsmo, G., & Huber, S. G. (2017). Evaluation of educators’ performance—balancing various measures to improve practice. Educational Assessment, Evaluation and Accountability, 29(2), 107–110. https://doi.org/10.1007/s11092-017-9262-4.CrossRef

Titel: Teacher evaluation: the need for valid measures and increased teacher involvement
verfasst von: Guri Skedsmo
Stephan Gerhard Huber
Publikationsdatum: 14.02.2018
Verlag: Springer Netherlands
Erschienen in: Educational Assessment, Evaluation and Accountability / Ausgabe 1/2018
Print ISSN: 1874-8597
Elektronische ISSN: 1874-8600
DOI: https://doi.org/10.1007/s11092-018-9273-9

Springer Professional

Excerpt

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Weitere Artikel der Ausgabe 1/2018

Does a teacher’s classroom observation rating vary across multiple classrooms?

Teachers’ and school administrators’ attitudes and beliefs of teacher evaluation: a preliminary investigation of high poverty school districts

Standards and assessment: coherence from the teacher’s perspective

Resistance to classroom observation in the context of teacher evaluation: teachers’ and department heads’ experiences and perspectives