ERIC Number: ED172367
Record Type: Non-Journal
Publication Date: 1979-Jul
Reference Count: N/A
Teacher Evaluation. Research Action Brief Number 4.
ERIC Clearinghouse on Educational Management, Eugene, OR.
Research into teacher evaluation techniques has not provided conclusive answers due to a number of research problems, including the subjectivity of traditional teacher observation techniques and the lack of sensitivity of newer, more objective techniques. A five-year research project in California, the Beginning Teacher Evaluation Study (BTES), tried to avoid these problems through the use of nonstandardized testing, teacher questionnaires and interviews, and multiple objective behavioral observations of interaction between students and teachers. A wide range of classrooms and schools were sampled to allow for socioeconomic differences. The researchers found that students learned best when spending sufficient time deeply engaged in a task with a high success rate. Teachers were most effective at creating such learning situations when they did a good job of diagnosing student needs, prescribing appropriate tasks, structuring presentation of the tasks, monitoring student progress, and providing adequate feedback. While BTES, despite its name, never directly addresses itself to teacher evaluation, its findings imply answers to the questions of what to measure when evaluating teachers and how to measure it. The study also points the way to future definitive research of a more immediately practical nature. (Author/PGD)
Descriptors: Elementary Secondary Education, Learning, Research Methodology, Research Problems, Teacher Effectiveness, Teacher Evaluation, Teaching Methods
ERIC Clearinghouse on Educational Management, University of Oregon, Eugene, Oregon 97403 (free)
Publication Type: Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Educational Management, Eugene, OR.