Literaturnachweis - Detailanzeige
Autor/in | Au, Wayne |
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Titel | Neither Fair nor Accurate: Research-Based Reasons Why High-Stakes Tests Should Not Be Used to Evaluate Teachers |
Quelle | In: Rethinking Schools, 25 (2011) 2, S.34-38 (5 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0895-6855 |
Schlagwörter | Urban Schools; Teacher Effectiveness; Educational Research; Free Enterprise System; Standardized Tests; Academic Achievement; High Stakes Tests; Unions; Accountability; Public Education; Teacher Evaluation; Federal Legislation; Elementary Secondary Education; District of Columbia; Louisiana Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsforschung; Pädagogische Forschung; Freie Wirtschaft; Standadised tests; Standardisierter Test; Schulleistung; Verantwortung; Öffentliche Erziehung; Teacher appraisal; Lehrerbeurteilung; Bundesrecht |
Abstract | Current and former leaders of many major urban school districts, including Washington, D.C.'s Michelle Rhee and New Orleans' Paul Vallas, have sought to use tests to evaluate teachers. In fact, the use of high-stakes standardized tests to evaluate teacher performance in the manner of value-added measurement (VAM) has become one of the cornerstones of current efforts to reshape public education along the lines of the free market. On the surface, the logic of VAM and using student scores to evaluate teachers seems like common sense: The more effective a teacher, the better his or her students should do on standardized tests. However, although research shows that teacher quality has an effect on test scores, this does not mean that a specific teacher is responsible for how a specific student performs on a standardized test. Nor does it mean teachers can equate effective teaching (or actual learning) with higher test scores. Given the current attacks on teachers, teachers' unions, and public education through the use of educational accountability schemes based wholly or partly on high-stakes standardized test scores and VAM, it is important that educators, students, and parents understand why, based on educational research, such tests should not be used to evaluate teachers. The author offers six clear explanations why "value-added measurements" do not make sense for teacher assessment. (ERIC). |
Anmerkungen | Rethinking Schools, Ltd. 1001 East Keefe Avenue, Milwaukee, WI 53212. Tel: 414-964-9646; Fax: 414-964-7220; e-mail: office@rethinkingschools.org; Web site: http://www.rethinkingschools.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |