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ERIC Number: ED245297
Record Type: RIE
Publication Date: 1983
Pages: 39
Abstractor: N/A
Reference Count: 0
Teacher Evaluation and Merit Pay. A Background Paper.
Barber, Larry
To make merit-pay plans work, a district's teacher-evaluation system must be both summative and formative--evaluating both for teacher outcomes and for progressive improvement. Only peer-mediated self-appraisal systems seem able to meet such a challenge. Fairly rewarded merit-pay plans depend on accurate teacher evaluations. However, teacher evaluation systems suffer from a confusion of purpose, split between those that only reward or punish teachers (summative) and those designed to improve teachers' performances as they teach (formative). There is a need for a unified system. Research shows that attempting to improve teacher performance through a reward-punishment system alone is nearly always unsuccessful. Furthermore, after falsely labeled merit-pay plans are disregarded, there are clearly few real merit plans, and those most often fail because of inadequate evaluation systems. Often, other problems are also evident in such plans; notably, teacher perception of evaluation plans as aversive control, turnover of administrative staff and school board members, and subjectivity in indexing the qualities of good teaching. Peer-mediated self-appraisal is both summative and formative, avoiding the other pitfalls of evaluation: it is summative for beginning teachers, providing a standard competency level based on peer review; it includes formative features at the probationary level; and it provides a formative professional review on a regular basis for senior teachers. (JW)
ECS Distribution Center, Education Commission of the States, 1860 Lincoln Street, Suite 300, Denver, CO 80295 ($3.00).
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Education Commission of the States, Denver, CO. Task Force on Education for Economic Growth.
Identifiers: N/A