ERIC Number: ED399267
Record Type: RIE
Publication Date: 1996-Apr-9
Multiple Judges of Teacher Effectiveness: Comparing Teacher Self-Assessments with the Perceptions of Principals, Students, and Parents.
Ostrander, Laura R.
While teachers traditionally have been evaluated by school administrators, the call for multiple and variable lines of evidence in teacher evaluation has had many proponents. To evaluate the use of multiple judges, teacher ratings from four judges using a common evaluation instrument were compared for 93 teachers from grades three and above. Thirteen to 15 students assigned to each teacher and 6 to 18 parents of their students complete evaluations. The teachers (n=108) themselves and the principals of their schools also participated. Subscores on the prepared evaluation instrument were determined for each teacher in the areas of classroom environment, grading, homework, communication, instruction, and interpersonal relationships. The highest ratings were given by principals, and the second highest ratings were by teachers themselves, although the population means provided by teachers only differed significantly from those of the principal in the homework subcategory. However, the correspondence between these two sets of ratings was low. Teacher ratings by parents and students, while quite high, were lower than those given by teachers and principals in each of the six areas, and teachers were viewed less positively by students than by parents. Findings suggest that use of multiple judges may provide unique perspectives on teacher performance, resulting in fairer and more comprehensive evaluations. (Contains 1 figure, 16 tables, and 37 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).