A Study of Teacher Effects Based on Students' Achievement Scores.

Autor/in	Acland, Henry
Titel	A Study of Teacher Effects Based on Students' Achievement Scores.
Quelle	(1975), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Elementary Education; Grade 5; Student Evaluation; Teacher Behavior; Teacher Effectiveness; Teacher Influence; Teaching Skills; Tests; Metropolitan Achievement Tests + Suchen Sie Ihr Suchwort? Schulleistung; Elementarunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Schulnote; Studentische Bewertung; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Examination; Prüfung; Examen
Abstract	This report tests the assumption that teachers have an impact on how much students learn. The results of this study indicate that teachers have an effect on average class achievement scores, and that this effect can be broken down into a stable component attributed to the teachers' consistency, and an unstable effect which varies from year to year. The stable component can be obtained by measuring (a) consistency teachers have in teaching different skills to the same students, and (b) consistency in teaching the same skill to different students. The data were collected from 89 fifth-grade teachers. Student achievement was tested in October and April in two consecutive years on the Intermediate Battery of the Metropolitan Achievement Test (MAT:1959). Adjusted gain scores were computed, based on class means, and the gain was used as an index of relative teacher effectiveness. The following three assumptions are implicit in the use of these gains: (a) the MAT is a relevant index of student performance, (b) gain scores measure teachers' deliberate behavior and variables beyond control of the teacher, and (c) students in average or below-average classes may learn considerably during the year, although in comparison to other classes they may have learned less. Results of the study also indicate that teachers are not found to have a consistent effect on the spread of achievement scores in their classes. (Author/JS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC