Teacher Evaluation as Data Use: What Recent Research Suggests

Autor/inn/en	Firestone, William A.; Donaldson, Morgaen L.
Titel	Teacher Evaluation as Data Use: What Recent Research Suggests
Quelle	In: Educational Assessment, Evaluation and Accountability, 31 (2019) 3, S.289-314 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Firestone, William A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-019-09300-z
Schlagwörter	Teacher Evaluation; Data Use; Evaluation Methods; Decision Making; Models + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Decision-making; Entscheidungsfindung; Analogiemodell
Abstract	Most recent research on teacher evaluation examines evaluation's measurement properties and accountability uses. Less research studies how evaluation data can improve teaching and student learning. In other contexts, researchers have examined how teachers use data to improve their practice. From general research on teachers' data use, we apply the data-driven decision-making (DDDM) framework to synthesize research on teacher evaluation since 2009. We illustrate how evaluation data are collected, analyzed, and synthesized to inform instruction and improve student learning. Most research focused on teachers' use of observation data, not their use of student data. We find that the teachers' use of evaluation data involves more social learning than the DDDM model implies. The effects of observation on instruction and student learning are often weak, apparently because observers lack the time and knowledge to support teachers' thorough analysis and synthesis of evaluation data. Implications for policy and further research are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01