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ERIC Number: EJ1088505
Record Type: Journal
Publication Date: 2016
Pages: 22
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-0969-594X
Teacher Performance and Student Learning: Linking Evidence from Two National Assessment Programmes
Taut, Sandy; Valencia, Edgar; Palacios, Diego; Santelices, Maria V.; Jiménez, Daniela; Manzi, Jorge
Assessment in Education: Principles, Policy & Practice, v23 n1 p53-74 2016
This paper investigates the validity of a national, standards-based teacher evaluation programme by examining the relationship between teachers' evaluation results and their students' learning progress. We used census achievement data that assessed the same cohort of students at the end of 8th and 10th grade. We applied multilevel modelling and calculated correlations between teachers' value-added estimates and their results based on the evaluation system's multiple measures of teaching quality, which include a portfolio of classroom teaching artefacts and a video-taped lesson, a peer interview, supervisor assessments and a self-assessment. Our study finds a medium-size positive relationship between value-added estimates in mathematics and teachers' portfolio results, while relationships with the other instruments are weaker. Correlations are lower for Spanish, but showing a similar pattern across instruments. We also find significant yet weak relationships between value-added estimates and three of six emerging factors of teaching practice based on the evaluation's portfolio data.
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 - Research
Education Level: Secondary Education; Grade 8; Junior High Schools; Middle Schools; Elementary Education; Grade 10; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Chile