ERIC Number: ED235210
Record Type: RIE
Publication Date: 1982-Nov-11
Reference Count: 0
Discovery or Defense: Teacher Evaluation Re-Conceptualized.
Pohland, Paul A.; Higbie, Virginia C.
The authors argue that most current modes of formative and summative teacher evaluation are fundamentally unproductive. Unproductiveness stems from focusing upon efficiency rather than effectiveness, post rather than future performance, individual rather than organizational performance, and authoritarian rather than collegial relationships. Reversing these foci seems appropriate. Doing so, however, suggests reconceptualizing teacher evaluation in the broader framework of systems theory. In this light, evaluation is located within the internal adaptive sub-system and functions as the intelligence arm of the school system. (Author)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Rocky Mountain Educational Research Association (Albuquerque, NM, November 11, 1982).