Problems with the Use of Student Test Scores to Evaluate Teachers. EPI Briefing Paper #278
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| Title: | Problems with the Use of Student Test Scores to Evaluate Teachers. EPI Briefing Paper #278 |
|---|---|
| Language: | English |
| Authors: | Baker, Eva L., Barton, Paul E., Darling-Hammond, Linda, Economic Policy Institute |
| Source: | Economic Policy Institute. 2010. |
| Availability: | Economic Policy Institute. 1333 H Street NW Suite 300 East Tower, Washington, DC 20005. Tel: 202-775-8810; Fax: 202-775-0819; e-mail: publications@epi.org. Web site: http://www.epi.org/shop |
| Peer Reviewed: | N |
| Page Count: | 29 |
| Publication Date: | 2010 |
| Document Type: | Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Standardized Tests, Scores, Academic Achievement, Criteria, Teacher Effectiveness, Teacher Evaluation, Measures (Individuals), Educational Improvement, Student Characteristics, Systems Approach |
| Abstract: | Every classroom should have a well-educated, professional teacher, and school systems should recruit, prepare, and retain teachers who are qualified to do the job. Yet in practice, American public schools generally do a poor job of systematically developing and evaluating teachers. Many policy makers have recently come to believe that this failure can be remedied by calculating the improvement in students' scores on standardized tests in mathematics and reading, and then relying heavily on these calculations to evaluate, reward, and remove the teachers of these tested students. While there are good reasons for concern about the current system of teacher evaluation, there are also good reasons to be concerned about claims that measuring teachers' effectiveness largely by student test scores will lead to improved student achievement. If new laws or policies specifically require that teachers be fired if their students' test scores do not rise by a certain amount, then more teachers might well be terminated than is now the case. But there is not strong evidence to indicate either that the departing teachers would actually be the weakest teachers, or that the departing teachers would be replaced by more effective ones. There is also little or no evidence for the claim that teachers will be more motivated to improve student learning if teachers are evaluated or monetarily rewarded for student test score gains. A review of the technical evidence leads the authors to conclude that, although standardized test scores of students are one piece of information for school leaders to use to make judgments about teacher effectiveness, such scores should be only a part of an overall comprehensive evaluation. Some states are now considering plans that would give as much as 50% of the weight in teacher evaluation and compensation decisions to scores on existing tests of basic skills in math and reading. Based on the evidence, they consider this unwise. Any sound evaluation will necessarily involve a balancing of many factors that provide a more accurate view of what teachers in fact do in the classroom and how that contributes to student learning. (Contains 1 table and 64 endnotes.) |
| Abstractor: | ERIC |
| Number of References: | 58 |
| EIS Cited: | ED544213 |
| Entry Date: | 2011 |
| Accession Number: | ED516803 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED516803 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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Yet in practice, American public schools generally do a poor job of systematically developing and evaluating teachers. Many policy makers have recently come to believe that this failure can be remedied by calculating the improvement in students' scores on standardized tests in mathematics and reading, and then relying heavily on these calculations to evaluate, reward, and remove the teachers of these tested students. While there are good reasons for concern about the current system of teacher evaluation, there are also good reasons to be concerned about claims that measuring teachers' effectiveness largely by student test scores will lead to improved student achievement. If new laws or policies specifically require that teachers be fired if their students' test scores do not rise by a certain amount, then more teachers might well be terminated than is now the case. But there is not strong evidence to indicate either that the departing teachers would actually be the weakest teachers, or that the departing teachers would be replaced by more effective ones. There is also little or no evidence for the claim that teachers will be more motivated to improve student learning if teachers are evaluated or monetarily rewarded for student test score gains. A review of the technical evidence leads the authors to conclude that, although standardized test scores of students are one piece of information for school leaders to use to make judgments about teacher effectiveness, such scores should be only a part of an overall comprehensive evaluation. Some states are now considering plans that would give as much as 50% of the weight in teacher evaluation and compensation decisions to scores on existing tests of basic skills in math and reading. Based on the evidence, they consider this unwise. Any sound evaluation will necessarily involve a balancing of many factors that provide a more accurate view of what teachers in fact do in the classroom and how that contributes to student learning. (Contains 1 table and 64 endnotes.) – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: Ref Label: Number of References Group: RefInfo Data: 58 – Name: CodeSource Label: EIS Cited Group: SrcInfo Data: ED544213 – Name: DateEntry Label: Entry Date Group: Date Data: 2011 – Name: AN Label: Accession Number Group: ID Data: ED516803 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 29 Subjects: – SubjectFull: Standardized Tests Type: general – SubjectFull: Scores Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: Criteria Type: general – SubjectFull: Teacher Effectiveness Type: general – SubjectFull: Teacher Evaluation Type: general – SubjectFull: Measures (Individuals) Type: general – SubjectFull: Educational Improvement Type: general – SubjectFull: Student Characteristics Type: general – SubjectFull: Systems Approach Type: general Titles: – TitleFull: Problems with the Use of Student Test Scores to Evaluate Teachers. EPI Briefing Paper #278 Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Economic Policy Institute – PersonEntity: Name: NameFull: Baker, Eva L. – PersonEntity: Name: NameFull: Barton, Paul E. – PersonEntity: Name: NameFull: Darling-Hammond, Linda IsPartOfRelationships: – BibEntity: Dates: – D: 29 M: 08 Type: published Y: 2010 Titles: – TitleFull: Economic Policy Institute Type: main |
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