ERIC Number: ED565757
Record Type: Non-Journal
Publication Date: 2012-Jan
Reference Count: 22
Measuring Principal Performance: How Rigorous Are Commonly Used Principal Performance Assessment Instruments? A Quality School Leadership Issue Brief. Revised
Condon, Christopher; Clifford, Matthew
American Institutes for Research
Assessing school principal performance is both necessary and challenging. During the past five years, many states have begun using validated measures in summative assessments of novice principal competency as a basis for certification decisions. Although standardized tests are used for certification purposes, other types of assessments are being used by school districts to ascertain principal performance and plan professional learning. This brief reports results of a scan of publicly available measures conducted by Learning Point Associates staff in 2009. The measures included in this review are expressly intended to evaluate principal performance and have varying degrees of publicly available evidence of psychometric testing. The review of this information is intended to inform decision makers' selection of job performance instruments used for hiring, performance assessment, and tenure decisions. This brief also addresses the importance of standards-based measures, the need for establishing reliability and validity, and the measures that are more widely accepted and psychometrically sound. A list of additional resources is included.
Descriptors: Principals, Administrator Effectiveness, Administrator Evaluation, School Effectiveness, Leadership Effectiveness, Evaluation Methods, Evaluation Criteria, Outcome Measures, Standards, Test Reliability, Test Validity, Questionnaires, Diagnostic Tests, Rating Scales, Profiles, Measurement Techniques
American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: firstname.lastname@example.org; Web site: http://www.air.org
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Sponsor: Department of Education (ED)
Authoring Institution: American Institutes for Research (AIR)
IES Grant or Contract Numbers: U215K080187.
IES Cited: ED563446; ED550494