What should teachers be assessed upon?
What is the purposes of assessing teachers?
How can you assess teachers?
What to assess teachers upon? The report is concerned about the lack of an agreed-upon definition of teacher quality but points to ongoing research in the areas of teacher quality, teacher performance and teacher effectiveness. Some of the research the report cited includes the following:
- Darling-Hammond, L., & Prince, C.D. (2007) Strengthening teacher quality in high-need schools: Policy and practice
- Geo, L., Bell, C., & Little, O. (2008) Approaches to evaluating teacher effectiveness: A research synthesis
- Kennedy, M. M. (2008) Sorting our teacher quality Phi Delta Kappan, 90(1), 59-63.
The below chart from the report summarize each of the categories derived from this research.
The report provides two very different reasons or function towards assessing teachers. Summative assessment is used to make a judgement while a formative assessment is "used to gain information that can help teachers improve or expand their abilities." (Hinchey, pg. 8) Using formative assessment of teachers to improve practice requires positive, open relationships between teachers and administrators operating in an existing non-threatening environment.
What tools are available to better assess teachers? The report offers a wide array of methods in educator performance appraisal such as traditional classroom observation, use of instructional artifacts, portfolios, teacher self-reports, student surveys, value-added assessment (VAA) and peer assistance and review (PAR).
The entire report is available in PDF online here.
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