Teacher Performance and Student Learning: Linking Evidence from Two National Assessment Programmes

Autor/inn/en	Taut, Sandy; Valencia, Edgar; Palacios, Diego; Santelices, Maria V.; Jiménez, Daniela; Manzi, Jorge
Titel	Teacher Performance and Student Learning: Linking Evidence from Two National Assessment Programmes
Quelle	In: Assessment in Education: Principles, Policy & Practice, 23 (2016) 1, S.53-74 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2014.961406
Schlagwörter	Teacher Evaluation; Academic Achievement; Achievement Gains; National Programs; Hierarchical Linear Modeling; Correlation; Value Added Models; Teacher Effectiveness; Mathematics Achievement; Spanish; Portfolios (Background Materials); Interviews; Self Evaluation (Individuals); Foreign Countries; Statistical Analysis; National Competency Tests; Questionnaires; Language Teachers; Mathematics Teachers; Secondary School Students; Secondary School Teachers; Grade 8; Grade 10; Chile + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Schulleistung; Achievement gain; Leistungssteigerung; nicht übertragen; Korrelation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Spanisch; Interviewing; Interviewtechnik; Ausland; Statistische Analyse; Fragebogen; Language teacher; Sprachunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Sekundarschüler; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	This paper investigates the validity of a national, standards-based teacher evaluation programme by examining the relationship between teachers' evaluation results and their students' learning progress. We used census achievement data that assessed the same cohort of students at the end of 8th and 10th grade. We applied multilevel modelling and calculated correlations between teachers' value-added estimates and their results based on the evaluation system's multiple measures of teaching quality, which include a portfolio of classroom teaching artefacts and a video-taped lesson, a peer interview, supervisor assessments and a self-assessment. Our study finds a medium-size positive relationship between value-added estimates in mathematics and teachers' portfolio results, while relationships with the other instruments are weaker. Correlations are lower for Spanish, but showing a similar pattern across instruments. We also find significant yet weak relationships between value-added estimates and three of six emerging factors of teaching practice based on the evaluation's portfolio data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01