• DOI:10.1007/S11092-018-9273-9
• Corpus ID: 158863250

Teacher evaluation: the need for valid measures and increased teacher involvement

@article{Skedsmo2018TeacherET,
  title={Teacher evaluation: the need for valid measures and increased teacher involvement},
  author={Guri Skedsmo and Stephan Huber},
  journal={Educational Assessment, Evaluation and Accountability},
  year={2018},
  volume={30},
  pages={1-5}
}

• G. Skedsmo, S. Huber
• Published 14 February 2018
• Education
• Educational Assessment, Evaluation and Accountability

Since the turn of the century, teacher assessment and evaluation have been put forward as an important strategy for assuring and developing educational quality in many countries. Out of 28 countries surveyed in the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes (2013), 22 reported having nationalor state-level policy frameworks for teacher evaluation. In the six remaining countries, practices to provide feedback on teachers’ work were designed and implemented locally. The USA can be characterised as a forerunner in the implementation of teacher evaluation models. According to Reddy et al. (in this issue), 45 out of 50 states have enacted formal policies that require the use of student achievement measures as important components in teacher evaluation systems. Moreover, federal initiatives, such as Race to the Top (RTT) (see also Lavigne and Chamberlain 2017), national non-profit enterprises (e.g., The New Teacher Project [TNTP]), Measures of Effective Teaching (MET) (research projects funded by the Gates Foundation), as well as other initiatives have resulted in value-added models which attempt to estimate the relative effect of particular teacher and/or school contributions on student test scores or models which aim to combine different measures, such as student achievement and classroom observations. In earlier issues of EAEA (please see 2016/2 and 2017/2), we discussed several issues related to models of and procedures for teacher evaluation. First, we pointed out that questions can be raised about the links between teacher evaluation policies and research and the extent to which empirical evidence is considered when promoting or Educ Asse Eval Acc (2018) 30:1–5 https://doi.org/10.1007/s11092-018-9273-9