ERIC Number: EJ1086439
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Growth Models and Teacher Evaluation: What Teachers Need to Know and Do
Katz, Daniel S.
Kappa Delta Pi Record, v52 n1 p11-16 2016
Including growth models based on student test scores in teacher evaluations effectively holds teachers individually accountable for students improving their test scores. While an attractive policy for state administrators and advocates of education reform, value-added measures have been fraught with problems, and their use in teacher evaluation is questionable at best. Teachers need to understand the arguments against using growth measures in evaluation and to articulate a compelling, research-based alternative for the support and growth of teachers.
Descriptors: Teacher Evaluation, Models, Scores, Evaluation Criteria, Achievement Gains, Alternative Assessment, Test Reliability, Test Validity, Outcome Measures, Accountability, Personnel Policy, Change Strategies
Routledge. 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; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A