ERIC Number: ED199298
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Teacher Evaluation--The Wrong Tests for the Right Job.
Popham, W. James
Teachers should be evaluated chiefly by the results they produce. Those results will not be properly detected through the use of norm-referenced achievement tests (NRT) due to the following major deficits of NRT: (1) the descriptions of what is measured by NRT are far too loose; (2) evaluative expectations are unclear; (3) the necessity for NRT to produce sufficient variance in examinee responses makes it less likely that such tests will measure pupil mastery of key knowledge and skills; and (4) most NRT do not differentiate among students chiefly on the basis of what those students have learned in school--rather their differentiations are based heavily on the nature of the semantic experience that students bring to school. Pupil test performance should be used as a major factor in any teacher evaluation system, however. Those tests should be well constructed criterion-referenced tests (CRT) which will provide teachers with a clear set of instructional targets and test items which can detect the effects of skillful instruction, communication of evaluative criteria, absence of the automatic excision of items on which pupils perform well, and a vehicle which can measure affective gains. (RL)
Publication Type: Opinion Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Note: Adapted from a symposium presentation at a jointly sponsored session during the Annual Meetings of the National Council of Measurement in Education and the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).