Learning from what doesn't work in teacher evaluation. (September 2018)

• Record Type: Journal Article
• Authors: Close, Kevin; Amrein-Beardsley, Audrey
• Is Part Of: Phi Delta Kappan. Volume 100:Number 1(2018:Sep.)
• Page Start: 15
• Page End: 19
• Publication Date: 2018-09
• Subjects: Education -- United States -- Periodicals; Greek letter societies -- Periodicals; Onderwijs; Éducation -- Périodiques; Associations désignées par des lettres grecques -- Périodiques; Éducation; Enseignement; Pédagogie; Politique éducative; Recherche en éducation; Réforme du système éducatif; Services aux élèves; Système éducatif; États-Unis; Étude comparée (Descripteur de forme); Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.0097305
• DOI: 10.1177/0031721718797115
• Languages: English
• ISSNs: 0031-7217

Abstract

Recent lawsuits reveal common mistakes plaguing current teacher evaluation systems. Drawing on arguments in court documents for prominent cases, the authors find that evaluation systems using value-added measures (VAM) suffer from a) inconsistent and unreliable teacher ratings, b) bias toward and against teachers of certain types of students, c) easy opportunities for administrators to game the system, and d) a lack of transparency. They urge others to engage with these (and other) arguments to design better, more valid, more useful, and ultimately more defensible teacher evaluation systems .