How do you apply research
about teacher effectiveness in your classroom decisions?
Not exact matches
He further testified that standardized test scores don't provide enough information
about what goes on
in a
classroom and should therefore not be used to assess a
teacher's
effectiveness.
If anyone tries to convince you that you can judge a
teacher's
effectiveness or you can help a
teacher improve her teaching without observing that
teacher in a normal
classroom situation that person knows little or nothing
about teaching.
More specifically, the district and its
teachers are not coming to an agreement
about how they should be evaluated, rightfully because
teachers understand better than most (even some VAM researchers) that these models are grossly imperfect, largely biased by the types of students non-randomly assigned to their
classrooms and schools, highly unstable (i.e., grossly fluctuating from one year to the next when they should remain more or less consistent over time, if reliable), invalid (i.e., they do not have face validity
in that they often contradict other valid measures of
teacher effectiveness), and the like.
The chapter provides information
about a
teacher's background
in professional knowledge, verbal ability, preparation and certification, and experience relative to
classroom effectiveness.
New insights are emerging
about the critical role students play
in maximizing the
effectiveness of formative assessment practices;
about how to help
teachers develop and hone their formative assessment skills; and
about how education policy can be used more effectively to deepen and scale up the use of
classroom - based assessment practices.