Road Maps for Learning and Teacher Evaluation

Autor/in	Gitomer, Drew H.
Titel	Road Maps for Learning and Teacher Evaluation
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 9 (2011) 2-3, S.146-148 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
DOI	10.1080/15366367.2011.603616
Schlagwörter	Stellungnahme; Learning Theories; Student Evaluation; Teacher Evaluation; Educational Objectives; Reader Response; Achievement Tests; Educational Practices; Academic Standards; Educational Quality; Change Strategies; Educational Change; Concept Mapping; Alignment (Education); Educational Methods + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Schulnote; Studentische Bewertung; Teacher appraisal; Lehrerbeurteilung; Educational objective; Bildungsziel; Erziehungsziel; Leserbrief; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bildungspraxis; Quality of education; Bildungsqualität; Lösungsstrategie; Bildungsreform; Concept Map; Educational method; Erziehungsmethode
Abstract	Black, Wilson, and Yao (this issue) make a compelling case for a coherent model of curriculum, pedagogy, and assessment, all built around a well-specified theory of learning. Arguing that dominant assessment policies and practices tend to drive pedagogy and student attitudes toward learning in pernicious ways, Black et al. make an argument that is as much about policy, values, and use as it is about assessment design. They propose an assessment system that is first and foremost about helping teachers understand how well students are learning with respect to a clear set of desired learning outcomes so that teachers can take appropriate steps to help students progress. They also note that for teachers to use learning progressions and assessments well, substantial professional development will likely be needed. In contrasting the endorsed model with existing practices, Black et al. warn that a focus on scores and competition leads students to ego-involvement rather than task-involvement attitudes, with potentially adverse impact on test scores and approaches to learning. Under the proposed model, the goal is for teachers and students to engage in assessments and discourse and reasoning around those assessments that will focus attention on progress toward a very clear set of ambitious learning objectives. In this article, the author contends that by including judgment processes that include comparisons of similar classrooms, one can further account for student differences in attempting to define differences in the quality of teaching that students experience. Making such judgments in an informed, transparent, and credible manner will require substantial institutional development. Educational systems will need to develop processes in which judgment can be exercised in ways that promote professional, credible, and transparent processes by teachers and administrators. Doing so can result in analogous analytic structures for teachers and students, in which the focus of attention is on the task at hand, not simply on the rankings of individuals on scales that are opaque and poorly understood. (ERIC).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10