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ERIC Number: ED483730
Record Type: Non-Journal
Publication Date: 2004-Apr
Pages: 26
Abstractor: ERIC
Teacher Evaluation. Policy Brief.
Glass, Gene V.
Education Policy Studies Laboratory, Arizona State University College of Education
Traditional forms of evaluating teachers (e.g., inspection of credentials, supervisor and peer observation and rating) for purposes of hiring, promotion, and salary increases have served the profession of teaching well for decades and should receive continued support in policy and practice. Newer forms of evaluation--primarily paper-and-pencil tests for initial and recertification, and "value-added" techniques such as the Tennessee Value Added Assessment System (TVAAS) that attempt to attribute students' standardized achievement test score gains to the efforts and expertise of their current teacher--have serious shortcomings. Paper-and-pencil tests of candidates' knowledge of teaching practices and even subject matter tests are of dubious validity and fail to meet ordinary standards of predictive validity. Several recommendations at the state-wide policy level can be derived from the above consideration of the issues surrounding teacher evaluation in the State of Florida: (1) any attempt to substitute test performance for college degree requirements in the teacher certification process should be opposed; and (2) value-added teacher evaluation methods, which attempt to evaluate teachers in terms of the standardized achievement test score gains of their students, are of uncertain validity, have drawn heavy criticism from measurement experts, and raise serious concerns about fairness.
Education Policy Studies Laboratory, Division of Educational Leadership and Policy Studies, College of Educationn, Arizona State University, P.O. Box 872411, Tempe, AZ 85287-2411. Tel: 480-965-1886; Fax: 480-965-0303; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Arizona State Univ., Tempe. Education Policy Studies Lab.
Grant or Contract Numbers: N/A