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ERIC Number: ED533702
Record Type: Non-Journal
Publication Date: 2011-Sep-14
Pages: 14
Abstractor: ERIC
Getting Teacher Evaluation Right: A Background Paper for Policy Makers
Darling-Hammond, Linda; Amrein-Beardsley, Audrey; Haertel, Edward H.; Rothstein, Jesse
National Academy of Education (NJ1)
There is a widespread consensus among practitioners, researchers, and policy makers that current teacher evaluation systems in most school districts do little to help teachers improve or to support personnel decision making. For this reason, new approaches to teacher evaluation are being developed and tested. There is also a growing consensus that evidence of teachers' contributions to student learning should be a component of teacher evaluation systems, along with evidence about the quality of teachers' practice. "Value-added models" (VAMs) for examining gains in student test scores from one year to the next are promoted as tools to accomplish this goal. Policy makers can benefit from research about what these models can and cannot do, as well as from research about the effects of other approaches to teacher evaluation. This background paper addresses both of these important concerns. (Contains 2 figures, 2 tables and 29 endnotes.)
National Academy of Education. 500 Fifth Street NW Suite 339, Washington, DC 20001. Tel: 202-334-2341; Fax: 202-334-2350; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: National Academy of Education; American Educational Research Association (AERA)
IES Cited: ED563445