The TAP System for Teacher and Student Advancement: A (Questionable) System of Teacher Accountability and Professional Support

Autor/inn/en	Sloat, Edward; Amrein-Beardsley, Audrey; Sabo, Kent E.
Titel	The TAP System for Teacher and Student Advancement: A (Questionable) System of Teacher Accountability and Professional Support
Quelle	In: AASA Journal of Scholarship & Practice, 15 (2018) 3, S.3-11 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Academic Achievement; Teacher Promotion; Accountability; Teacher Evaluation; Teacher Effectiveness; Teacher Improvement; Observation; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Decision Making; Factor Structure; Evidence; Correlation; High Stakes Tests; Value Added Models + Suchen Sie Ihr Suchwort? Schulleistung; Verantwortung; Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Beobachtung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Decision-making; Entscheidungsfindung; Faktorenstruktur; Evidenz; Korrelation
Abstract	In this study, we investigated the factor structure underlying the TAP System for Teacher and Student Advancement used across the nation for increased teacher-level accountability purposes. We found evidence of poor fit based on the factor structure posited and found large correlations among dimensions, suggesting one-to-two factors with one accounting for the majority of explained variance (i.e., a general or common, underlying factor). We use this evidence to question the validity of the inferences drawn from TAP scores, which is of import when users (e.g., principals) use the factors as independent indicators of teacher effectiveness as theorized, and also of concern when users attach consequences (e.g., merit pay) to the indicators as such. This practice is not warranted as evidenced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01