When the performance of the three groups
on the classroom observation test was contrasted using an ANOVA, F (2) = 2.822, p =.067, the probability that the mean differences were due other than to chance alone, with alpha of p <.05, was not considered significant.
Not exact matches
Such ratings would be based
on results of
classroom observations and
tests selected locally by school districts.
He proposed revising teacher evaluations with half their scores based
on their students» scores
on state
tests, up from 20 percent, and half based
on classroom observations.
After achieving the passage of a new evaluation system that will rely
on a mix
on at least one standardized
test and in -
classroom observation, the governor is renewing his focus to areas NYSUT has opposed, including a lifting of the cap
on charter schools and a $ 150 million education investment tax credit, which is strongly backed by private and parochial schools.
The budget also created a new teacher evaluation system that relies
on a mix of in -
classroom observation and at least one standardized
test to assess performance.
The legislation includes changes to the state's teacher evaluation law, which will rely
on a mix of state
testing and in -
classroom observation.
Cuomo has proposed revising teacher evaluations with half their scores based
on their students» scores
on state
tests, up from 20 percent, and half based
on classroom observations.
Four - out - of - five New York City voters (80 %) support a new teacher evaluation system based
on both
classroom observations and
test scores, with 56 % supporting such a system strongly.
The New York Daily News reports
on our poll that found that 80 % of NYC voters support a new teacher evaluation system based
on both
classroom observations and
test scores.
The New York Daily News blog reports
on StudentsFirstNY's recent poll that found that 80 % of NYC voters support a new teacher evaluation system based
on both
classroom observations and
test scores.
Evaluations will be based 40 percent
on objective measures like
test scores and 60 percent
on subjective measures like
classroom observation.
Under the proposal, teacher evaluations would be based
on both objective measures, like student performance
on state
tests, and subjective measures like «rigorous»
classroom observation.
Still, teachers and administrators prefer that the emphasis be
on classroom observation as opposed to
testing.
Whatever the parties negotiate or King decides, the evaluation system will be based 20 percent
on standardized
test scores when applicable, 20 percent
on other evidence of student learning and 60 percent
on classroom observation and other measures of teacher effectiveness, in keeping with the 2010 state law
on teacher evaluation.
For a number of reasons — limited reliability, the potential for abuse, the recent evidence that teachers have effects
on student earnings and college going which are largely not captured by
test - based measures — it would not make sense to attach 100 percent of the weight to
test - based measures (or any of the available measures, including
classroom observations, for that matter).
After extensive research
on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1)
classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the
Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based
on standardized
test scores over multiple years.
Jay accuses the foundation of failing to disclose the limited power of
classroom observation scores in predicting future
test score gains over and above what one would predict based
on value - added scores alone.
These new systems depend primarily
on two types of measurements: student
test score gains
on statewide assessments in math and reading in grades 4 - 8 that can be uniquely associated with individual teachers; and systematic
classroom observations of teachers by school leaders and central staff.
When compared with such crude indicators, the combination of student achievement gains
on state
tests, student surveys, and
classroom observations identified teachers with better outcomes
on every measure we
tested: state
tests and supplemental
tests as well as more subjective measures, such as student - reported effort and enjoyment in class.
Several studies, including our own, clearly demonstrate that teacher evaluation systems that are based
on a number of components, such as
classroom observation scores and
test - score gains, are already much more effective at predicting future teacher performance than paper credentials and years of experience.
Teachers» average student - achievement gains based
on such
tests are more volatile from year to year (which translates to lower reliability) and are only weakly related to other measures, such as
classroom observations and student surveys.
While this approach contrasts starkly with status quo «principal walk - through» styles of class
observation, its use is
on the rise in new and proposed evaluation systems in which rigorous
classroom observation is often combined with other measures, such as teacher value - added based
on student
test scores.
Proponents of the
tests, and of the teacher evaluations now attached to them, usually argue that the
tests should be one piece of an evaluation of student performance that includes formative
tests, too, and that teachers should also be graded
on classroom observations and lesson planning.
All three studies achieved very high response rates
on all data collections, whether teacher surveys,
classroom observations, collection of teachers» scores
on college entrance exams or precertification exams, student achievement
tests, collection of student data from district administrative records, principal surveys, or interviews with program officials.
Cambridge, MA (October 5, 2015)--
On October 5, researchers at the Center for Education Policy Research at Harvard University will release findings from the Best Foot Forward project, an initiative
testing whether video technology can help address the challenges faced by teachers and school leaders in implementing
classroom observations that are part of teacher evaluation systems.
Likewise, in a March 2011 Rutgers poll, 60 % of adults thought it would be «fair» to base teacher evaluations
on student results
on statewide
tests as well as
classroom observations, while 37 % thought it «unfair.»
The evaluation of educator effectiveness based
on student
test scores and
classroom observation, for example, has the potential to drive instructional improvement and promises to reveal important aspects of
classroom performance and success.
Jason Kamras, deputy to D.C. Schools Chancellor Michelle Rhee in charge of human capital, talks with Education Next about the new teacher evaluation system put in place in D.C. Beginning this year, teachers in D.C. will be evaluated based
on student
test scores (when available) and
classroom observations (by principals and master educators), and poorly performing teachers may be fired, regardless of tenure.
Cincinnati's merit pay plan, proposed in 2002, was overwhelmingly voted down by teachers (1892 to 73), even though the program did not base bonuses
on student
test scores, but rather
on a multifaceted evaluation system that included
classroom observations by professional peers and administrators and portfolios of lesson plans and student work.
For a number of reasons limited reliability, the potential for abuse, the recent evidence that teachers have effects
on student earnings and college going which are largely not captured by
test - based measures it would not make sense to attach 100 percent of the weight to
test - based measures (or any of the available measures, including
classroom observations, for that matter).
In most cases, new teacher evaluations will consist of two parts:
observations of
classrooms, which look at how teachers teach; and outcomes
on tests, including scores for students and value - added data, which measure how students progress.
In Florida, the state paid Houghton Mifflin Harcourt, a for - profit textbook publisher, $ 4.8 million to develop
classroom observation methods and nearly $ 4 million to the American Institutes for Research, a nonprofit, to create a value - added model for grading teachers based
on student
test scores, according to state officials.
Optimism,
test scores
on the rise at English High School November 30, 2015 In a fourth - floor
classroom, students diligently scrawled notes across lined pages one recent morning as social studies teacher Frank Swoboda explained the role of politics in economic development, peppering his lesson with
observations from students... read more.
As their Table 6 shows (p. 20), the regression coefficients related to these three areas of «statistically significant» influence
on teachers» students»
test - based performance
on the new PARCC and SBAC mathematics
tests (i.e., more professional development days, more
classroom observations with explicit feedback tied to the Common Core, and the inclusion of Common Core - aligned student outcomes in teacher evaluations) yielded the following coefficients, respectively: 0.045 (p < 0.01), 0.044 (p < 0.05), and 0.054 (p < 0.01).
They then use as an example the 0.044 (p < 0.05) coefficient (as related to more
classroom observations with explicit feedback tied to the Common Core) and explain that «a difference of one standard deviation in the
observation and feedback index was associated with an increase of 0.044 standard deviations in students» mathematics
test scores — roughly the equivalent of 1.4 scale score points
on the PARCC assessment and 4.1 scale score points
on the SBAC.»
Cuomo wants to change the current formula, which relies
on classroom observations for 60 percent of the teacher's rating, student scores
on state
tests for 20 percent and local measures for the remaining 20 percent.
It further found that some teachers who were highly rated
on student surveys, in
classroom observations by principals, and through other indicators of quality had students who scored poorly
on tests.
As Dropout Nation noted last week in its report
on teacher evaluations, even the most - rigorous
classroom observation approaches are far less accurate in identifying teacher quality than either value - added analysis of
test score data or even student surveys such as the Tripod system used by the Bill & Melinda Gates Foundation as part of its Measures of Effective Teaching project.
The school system in the nation's capital is unique among large school districts for the complexity of its teacher - evaluation system, which scores the performance of teachers based
on classroom observations, student
test scores and other factors.
The change has three main prongs: principals making more frequent and rigorous
classroom observations; teachers in core subjects like math and English receiving ratings based
on how their students perform
on standardized
tests; and teachers in grades and subjects where those
tests don't apply devising other ways to chart student growth, in collaboration with their principals and using advice from the state.
Another issue that has cropped up in both D.C. and Memphis is how well the teacher ratings based
on classroom observations match the student
test - score data that make up the other half of a teacher's overall rating.
And the new teacher evaluations, heavily based
on detailed
classroom observations in lieu of more emphasis
on test scores, drastically increase what was already a tremendous workload for principals and assistant principals.
The pilot program calls for teacher evaluations to be based half
on classroom observations and half
on how much progress students show in learning, including how they perform
on standardized
tests.
Would the coding or the viewing approach result in better alignment of teacher education students»
observations with those of expert teacher - educators
on a text - based posttreatment
test of
classroom observation?
The direct instruction (DI) model proved to be eminently trainable to teachers under experimental conditions, effective in promoting student engagement in
classroom tasks as demonstrated through
classroom observations, and statistically significantly related to growth in pupil achievement as measured
on standardized
tests (Myer, 1988).
And yet, the researchers argue that using
test scores to make high - stakes decisions about teachers» jobs is actually a more accurate method than previous systems, which often depended
on cursory
classroom observations, pass rates
on licensure
tests, and degrees earned.
When asked what should determine teacher pay, 86 percent said a teacher's education and training should be either the most important or an important factor, followed by 77 percent who said their students» achievement and progress
on a range of measures including standardized
tests,
classroom observations and parent feedback; 77 percent said whether the teacher is at a low - performing school where students need the most help; 64 percent who said students» achievement and progress
on standardized
tests; and 57 percent who said seniority in the number of years of
classroom teaching experience.
Research suggests that teachers who do well in
classroom observations tend to have students who perform well
on tests, but there is no definitive evidence yet suggesting that more intensive evaluations actually improve student achievement.
As shown in Table 1, students in the viewing condition had a higher mean score
on the 12 - item written
classroom observation test (7.74 correct, sd = 1.64) than those in the coding condition (6.64, sd = 1.75) or the
test - only control condition (6.48, sd = 1.18).
Contrary to our expectation, both the mean scores and pass rates suggest that the less - complex guided video viewing condition led to better performance
on the written
classroom observation test by this group of early - stage teacher education students.