Better Integrating Summative and Formative Goals in the Design of Next Generation Teacher Evaluation Systems

Autor/inn/en	Ford, Timothy G.; Hewitt, Kim Kappler
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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