ERIC Number: ED242717
Record Type: RIE
Publication Date: 1984-Jan
Reference Count: 0
Performance Assessment for Teacher Development.
Stiggins, Richard J.; Bridgeford, Nancy J.
An investigation was made of current uses of formative and summative teacher evaluation. A review of the literature on teacher evaluation systems revealed that most systems attempted to accomplish two potentially conflicting purposes: to encourage teacher development and improve instructional quality (formative), and to judge teacher effectiveness and acquire evidence of incompetence (summative). An analysis of legal constraints and a series of case studies in local districts, illustrated the fact that collective bargaining agreements have been a major force in the school district's definition and limitation of teacher evaluation procedures. This factor has led to emphasis on summative evaluation, with the result that assessment practices contribute relatively little to the identification of teachers' strengths and weaknesses or skill improvement. Information acquired through summative teacher evaluation is seldom used organizationally to plan staff development activities. A review of the results of the case studies produces a list of barriers to formative teacher evaluation. It is concluded that it is both feasible and advisable to emphasize formative evaluation and develop an environment conducive to its success. A set of guidelines is presented for developing an effective formative evaluation system. (Author/JD)
Publication Type: Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Northwest Regional Educational Lab., Portland, OR. Center for Performance Assessment.