Teacher Evaluation as a Wicked Policy Problem

Autor/inn/en	Lillejord, Sølvi; Elstad, Eyvind; Kavli, Håkon
Titel	Teacher Evaluation as a Wicked Policy Problem
Quelle	In: Assessment in Education: Principles, Policy & Practice, 25 (2018) 3, S.291-309 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lillejord, Sølvi) ORCID (Elstad, Eyvind)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2018.1429388
Schlagwörter	Foreign Countries; Teacher Evaluation; Evaluation Problems; Public Policy; Educational Policy; Formative Evaluation; Theory Practice Relationship; Educational Quality; Experiments; Collective Bargaining; Politics of Education; Summative Evaluation; Stakeholders; Norway + Suchen Sie Ihr Suchwort? Ausland; Teacher appraisal; Lehrerbeurteilung; Öffentliche Ordnung; Politics of education; Bildungspolitik; Theorie-Praxis-Beziehung; Quality of education; Bildungsqualität; Erprobung; Tarifverhandlung; Educational policy; Norwegen
Abstract	While it is generally assumed that the aim of teacher evaluation is to "formatively" support teachers' professional development, research finds that teacher evaluation practices are predominantly "summative". This paper describes a Norwegian governmental policy experiment aiming to overcome this fallacy through a bargaining process, where experience-based knowledge was combined with research evidence. When preparing to introduce teacher evaluation, the Ministry of Education and Research commissioned a group of researchers and a group representing practitioners to identify teacher evaluation practices that are conducive for educational quality. Drawing on experiences from the policy experiment, the article discusses three approaches to teacher evaluation: the political, the administrative and the professional. The analysis indicates that successful implementation of interventions needs a new educational infrastructure and professional school leadership. One conclusion is that teacher evaluation cannot be successfully implemented through traditional linear approaches. A more productive approach is to treat it as a wicked problem. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01