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Evaluating Teacher Evaluation

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  • Darling-Hammond, Linda
  • Amrein-Beardsley, Audrey
  • Haertel, Edward
  • Rothstein, Jesse

Abstract

There is 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), designed to evaluate student test score gains from one year to the next are often promoted as tools to accomplish this goal. However, current research suggests that VAM ratings are not sufficiently reliable or valid to support high-stakes, individual-level decisions about teachers. Other tools for teacher evaluation have shown greater success in measuring and improving teaching, especially those that examine teachers' practices in relation to professional standards.

Suggested Citation

  • Darling-Hammond, Linda & Amrein-Beardsley, Audrey & Haertel, Edward & Rothstein, Jesse, 2012. "Evaluating Teacher Evaluation," Department of Economics, Working Paper Series qt63n8q20q, Department of Economics, Institute for Business and Economic Research, UC Berkeley.
    • Handle: RePEc:cdl:econwp:qt63n8q20q
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    References listed on IDEAS

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    1. C. Kirabo Jackson & Elias Bruegmann, 2009. "Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers," American Economic Journal: Applied Economics, American Economic Association, vol. 1(4), pages 85-108, October.
    2. Scott E. Carrell & James E. West, 2010. "Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors," Journal of Political Economy, University of Chicago Press, vol. 118(3), pages 409-432, June.
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    Cited by:

    1. Goldhaber, Dan & Cowan, James & Walch, Joe, 2013. "Is a good elementary teacher always good? Assessing teacher performance estimates across subjects," Economics of Education Review, Elsevier, vol. 36(C), pages 216-228.
    2. Akyol, Pelin & Krishna, Kala, 2017. "Preferences, selection, and value added: A structural approach," European Economic Review, Elsevier, vol. 91(C), pages 89-117.
    3. Smyth, Emer & Conway, Paul & Leavy, Aisling & Darmody, Merike & Banks, Joanne & Watson, Dorothy, 2016. "Review of the Droichead Teacher Induction Pilot Programme," Research Series, Economic and Social Research Institute (ESRI), number BKMNEXT303.
    4. Jason A. Grissom & Susanna Loeb, 2017. "Assessing Principals’ Assessments: Subjective Evaluations of Teacher Effectiveness in Low- and High-Stakes Environments," Education Finance and Policy, MIT Press, vol. 12(3), pages 369-395, Summer.
    5. Backes, Ben & Cowan, James & Goldhaber, Dan & Koedel, Cory & Miller, Luke C. & Xu, Zeyu, 2018. "The common core conundrum: To what extent should we worry that changes to assessments will affect test-based measures of teacher performance?," Economics of Education Review, Elsevier, vol. 62(C), pages 48-65.
    6. Agnieszka Krugielka & Grazyna Bartkowiak & Sebastian Dama, 2021. "Functioning of Academic Teachers in the Conditions of the COVID-19 Epidemy in Poland in 2020 (Qualitative Test on the Basis of Self-Assessment)," European Research Studies Journal, European Research Studies Journal, vol. 0(Special 5), pages 269-287.

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