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Direct linkHallinger, Philip; Heck, Ronald H.; Murphy, Joseph – Educational Assessment, Evaluation and Accountability, 2014
In recent years, substantial investments have been made in reengineering systems of teacher evaluation. The new generation models of teacher evaluation typically adopt a standards-based view of teaching quality and include a value-added measure of growth in student learning. With more than a decade of experience and research, it is timely to…
Descriptors: Teacher Evaluation, Educational Improvement, Evidence, Reliability
Panayiotou, Anastasia; Kyriakides, Leonidas; Creemers, Bert P. M.; McMahon, Léan; Vanlaar, Gudrun; Pfeifer, Michael; Rekalidou, Galini; Bren, Matevž – Educational Assessment, Evaluation and Accountability, 2014
This study investigates the extent to which the factors included in the dynamic model of educational effectiveness are associated with student achievement gains in six different European countries. At classroom level, the dynamic model refers to eight factors relating to teacher behavior in the classroom: orientation, structuring, questioning,…
Descriptors: Teacher Behavior, Academic Achievement, Achievement Gains, Models
Fagioli, Loris P. – Educational Assessment, Evaluation and Accountability, 2014
This study compared a value-added approach to school accountability to the currently used metrics of accountability in California of Adequate Yearly Progress (AYP) and Academic Performance Index (API). Five-year student panel data (N?=?53,733) from 29 elementary schools in a large California school district were used to address the research…
Descriptors: Accountability, Achievement Gains, Measurement, Measurement Techniques
Darling-Hammond, Linda; Newton, Stephen P.; Wei, Ruth Chung – Educational Assessment, Evaluation and Accountability, 2013
The Performance Assessment for California Teachers (PACT) is an authentic tool for evaluating prospective teachers by examining their abilities to plan, teach, assess, and reflect on instruction in actual classroom practice. The PACT seeks both to measure and develop teacher effectiveness, and this study of its predictive and consequential…
Descriptors: Beginning Teachers, Teacher Effectiveness, Teacher Evaluation, Predictive Validity
Mangiante, Elaine M. Silva – Educational Assessment, Evaluation and Accountability, 2011
Teachers make a difference in student academic growth. Students from low-income, minority communities attend schools with less resources and less qualified teachers than students in wealthier communities. The Race to the Top (RTTT) policy by the U.S. Department of Education has attempted to address the achievement gap based on SES and the…
Descriptors: Teacher Effectiveness, Low Income, Politics of Education, Academic Achievement
Huang, Francis L.; Moon, Tonya R. – Educational Assessment, Evaluation and Accountability, 2009
The study investigated several teacher characteristics, with a focus on two measures of teaching experience, and their association with second grade student achievement gains in low performing, high poverty schools in a Mid-Atlantic state. Value-added models using three-level hierarchical linear modeling were used to analyze the data from 1,544…
Descriptors: Teacher Characteristics, Teacher Qualifications, Reading Achievement, Achievement Gains
Lai, Mei Kuin; McNaughton, Stuart; Timperley, Helen; Hsiao, Selena – Educational Assessment, Evaluation and Accountability, 2009
Schooling improvement initiatives have demonstrated that moderate but significant achievement gains are possible with well designed interventions, but there is little research into whether these gains can be sustained. The present study examines the extent to which acceleration in achievement made during a three-year literacy intervention and the…
Descriptors: Reading Comprehension, Intervention, Achievement Gains, Educational Change
