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ERIC Number: EJ1002201
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: ERIC
Reference Count: 7
ISBN: N/A
ISSN: ISSN-1536-6367
Teacher Evaluation as Trojan Horse: The Case for Teacher-Developed Assessments
Briggs, Derek C.
Measurement: Interdisciplinary Research and Perspectives, v11 n1-2 p24-29 2013
In his focus article "How Is Testing Supposed to Improve Schooling?" Ed Haertel distinguishes between seven uses of educational tests as a function of the intended action and what or who will be influenced by the intended action. He then applies Mike Kane's interpretive argument approach (Kane, 2006) as a basis for speculating about the validity of intended actions. A recurring theme in the article is that validating the premise that testing has improved schooling will require much more attention to issues of score extrapolations and decision making. In this commentary, the author expands upon the section of Haertel's article that focused on testing for accountability. More specifically, he takes up the management role of testing within the context of recent policy shifts toward high-stakes teacher evaluation. (Contains 1 figure.)
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A