Parent Surveys for Teacher Evaluation

Peterson, Kenneth D.; Wahlquist, Christine; Brown, Julie Esparza; Mukhopadhyay, Swapna

doi:10.1007/s11092-006-5740-9

Cited by 13 publications

(9 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Perhaps these extreme cases raise a lot of concern and involvement, which causes many people to discuss them. For example, Peterson et al (2003) found that parents are most concerned about inhumane treatment of students, lack of support for pupil learning, and ineffective communication and collaboration with parents. All these factors characterize incompetent teaching.…”

Section: Sources Of Informationmentioning

confidence: 99%

Principals’ informal methods for appraising poor-performing teachers

Yariv

2009

Educ Asse Eval Acc

View full text Add to dashboard Cite

Teacher appraisal is never an easy task, especially of teachers experiencing difficulties and failures. Nevertheless it is a requirement for good management, in our schools no less than our corporations. Forty elementary school principals in Israel described the informal methods they use to appraise teachers who are performing poorly. Most considered traits such as sensitivity to children and their needs as well as motivation, rather than professional standards or pupil achievement, as the main criteria in judging poor or outstanding teaching. Due to the sensitive nature of the issue, and the desire to avoid misjudgment and painful conflict, the principals took several precautions: they used several different formal and informal methods of appraisal; they relied on various information sources and sometimes they preferred to delay drawing final conclusions until a crisis or external complaint occurred. The discussion situates the current findings with other research on the obstacles to identifying, evaluating and providing feed back to poor-performing teachers.

show abstract

Section: Sources Of Informationmentioning

confidence: 99%

Principals’ informal methods for appraising poor-performing teachers

Yariv

2009

Educ Asse Eval Acc

View full text Add to dashboard Cite

show abstract

“…Surveys can provide information on perceptions of teachers' practice by students, parents and others who may testify on teaching quality through their continuous interaction with the teacher (Peterson, 2000;Peterson et al, 2000Peterson et al, , 2003Jacob and Lefgren, 2005). Surveys collecting the views of students and parents are rarely used systematically in the context of formal frameworks for teacher appraisal.…”

Section: Surveys Of Students and Parentsmentioning

confidence: 99%

Synergies for Better Learning (Summary in Spanish)

2013

OECD Reviews of Evaluation and Assessment in Education

View full text Add to dashboard Cite

Education systems are placing a stronger focus on measuring student outcomes, allowing comparisons of performance between schools and regions and over time. Most countries now have national databases on education, and issue education statistics and indicators. International benchmarking is also increasingly common and is informing national education debates. Results are being put to varied usesResults are being used to identify where schools are performing well and where they may need to improve. They are also being used to hold policy makers, school leaders and teachers accountable. For example, many countries now publish national tables of school results for use by, among others, parents, government officials and the media. Rising reliance on educational standardsMany countries now set educational standards for what students should know and what they should be able to do at different stages of the learning process. This has encouraged monitoring to determine if students are meeting these standards. Challenges and directionsCountries have different traditions in evaluation and assessment and take different approaches. Nevertheless, there are some clear policy priorities:

show abstract

“…Student surveys are tools of teacher evaluation in Mexico, the Slovak Republic, Spain or Sweden, generally for teachers applying for a promotion; to our knowledge, there is no existing case in compulsory teacher evaluation schemes. While their utilisation can provide some interesting insights, cautions have to be taken because the evaluators are not teaching experts and do not necessarily value the same qualities than the ones which are supposed to enhance student learning (Peterson et al, 2000(Peterson et al, , 2003Jacob and Lefgren, 2005b). Research studies on the use or reliability of such procedures remain unfortunately very rare.…”

mentioning

confidence: 99%

“…They are less frequently direct evaluators, via questionnaires for example. The tiny current evidence on that subject shows that they value teacher characteristics that surprisingly depart from student achievement: 'the teacher's ability to promote student satisfaction' (Jacob and Lefgren, 2005b), 'humane treatment of students', 'support for pupil learning', and 'effective communication and collaboration with parents' (Peterson et al, 2003). Even if their perspective could be taken into account, their distance from the teaching professional standards, their ignorance about what happens in the classrooms, and their emotional implication suggest that their appraisals are far from sufficient for a comprehensive teacher evaluation scheme.…”

mentioning

confidence: 99%

Teacher Evaluation: Current Practices in OECD Countries and a Literature Review

Isoré¹

2009

OECD Education Working Papers

View full text Add to dashboard Cite

This paper discusses the most relevant issues concerning teacher evaluation in primary and secondary education by reviewing the recent literature and analysing current practices within the OECD countries. First, it provides a conceptual framework highlighting key features of teacher evaluation schemes. In particular, it emphasises the importance of clarifying the purposes of teacher appraisal, whether summative when designed to assure that the practices enhancing student learning are undertaken or formative when conducted for further professional development objectives. It also encompasses the diverse criteria and instruments commonly used to assess teachers as well as the actors generally involved in the process and potential consequences for teachers’ professional life. Second, it deals with a number of contentious points, including the question of the use of student outcomes to measure teaching performance, the advantages and drawbacks of different approaches given the purpose emphasised and resource restrictions, the implementation difficulties resulting from different stakeholders’ interests and possible ways to overcome these obstacles. Finally, it provides an account of current empirical evidence, pointing out mixed results stemming from difficulties in assessing the effects of such evaluation schemes on teaching quality, teachers’ motivation and student learning. It concludes by considering the circumstances under which teacher evaluation systems seem to be more effective, fair and reliable. Developing a comprehensive approach to evaluate teachers is critical to make demands for educational best practice compatible with teachers’ appropriation of the process as well as to enhance the decisive attractiveness and recognition of the teaching profession. Ce document examine les principales questions relatives à l’évaluation des enseignants du primaire et du secondaire en passant en revue la littérature récente et en analysant des pratiques actuelles au sein des pays de l’OCDE. Premièrement, il fournit un cadre conceptuel mettant en évidence les éléments clés entrant dans les processus d’évaluation des enseignants. En particulier, il souligne l’importance de clarifier les objectifs de l’évaluation, qu’ils soient de nature sommative lorsqu’ils visent à assurer que les pratiques favorisant l’apprentissage des élèves sont à l’oeuvre ou de nature formative lorsqu’ils sont conduits à des fins de formation professionnelle continue. Il comprend également les différents critères et instruments communément utilisés pour évaluer les enseignants ainsi que les acteurs généralement impliqués dans le processus et les conséquences potentielles sur la vie professionnelle des enseignants. Deuxièmement, il traite d’un certain nombre de points conflictuels, parmi lesquels la question de l’utilisation des résultats des élèves pour mesurer la performance des enseignants, les avantages et inconvénients de différentes approches compte tenu de l’objectif mis en exergue et de ressources limitées, ou encore les difficultés de mise en p...

show abstract

Parent Surveys for Teacher Evaluation

Cited by 13 publications

References 12 publications

Principals’ informal methods for appraising poor-performing teachers

Principals’ informal methods for appraising poor-performing teachers

Synergies for Better Learning (Summary in Spanish)

Teacher Evaluation: Current Practices in OECD Countries and a Literature Review

Contact Info

Product

Resources

About