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Autor/inn/en | Ford, Timothy G.; Hewitt, Kim Kappler |
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Titel | Better Integrating Summative and Formative Goals in the Design of Next Generation Teacher Evaluation Systems |
Quelle | In: Education Policy Analysis Archives, 28 (2020) 63, (34 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Ford, Timothy G.) ORCID (Hewitt, Kim Kappler) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1068-2341 |
Schlagwörter | Summative Evaluation; Formative Evaluation; Teacher Evaluation; Accountability; Professional Development; Self Determination; Job Performance; Goal Orientation; Public Schools; State Policy; Position Papers; Teacher Effectiveness; Rewards; Observation; Growth Models; Power Structure; Feedback (Response); Psychological Needs; Teacher Improvement; Hawaii; District of Columbia Teacher appraisal; Lehrerbeurteilung; Verantwortung; Selbstbestimmung; Work performance; Arbeitsleistung; Zielorientierung; Zielvorstellung; Public school; Öffentliche Schule; Positionspapier; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Reward; Belohnung; Beobachtung |
Abstract | In current teacher evaluation systems, the two main purposes of evaluation--accountability/goal accomplishment (summative) and professional growth/improvement (formative)--are often at odds with one another. However, they are not only compatible, but linking them within a unified teacher evaluation system may, in fact, be desirable. The challenge of the next generation of teacher evaluation systems will be to better integrate these two purposes in policy and practice. In this paper, we integrate the frameworks of Self-determination theory and Stronge's Improvement-Oriented Model for Performance Evaluation. We use this integrated framework to critically examine teacher evaluation policy in Hawaii and Washington, D.C.--two distinctly different approaches to teacher evaluation--for the purposes of identifying a set of clear recommendations for improving the design and implementation of teacher evaluation policy moving forward. (As Provided). |
Anmerkungen | Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |