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Teacher evaluation is a process used to measure teacher effectiveness based on students learning and success. Evaluations of teachers over the years have changed. In earlier years, teacher evaluations were based on personal characteristics of the teacher, however, starting in the early 1950s until the 1980s, teacher evaluations took a shift and ...
In 2013, 25 states required that student achievement is a big or the biggest part of teacher evaluations. Twenty-seven states required teacher evaluations be based on a variety of student assessments and work samples and 44 states required classroom observations to be put into teacher evaluations.
Value-added modeling (also known as value-added measurement, value-added analysis and value-added assessment) is a method of teacher evaluation that measures the teacher's contribution in a given year by comparing the current test scores of their students to the scores of those same students in previous school years, as well as to the scores of other students in the same grade.
The Joint Committee on Standards for Educational Evaluation published three sets of standards for educational evaluations. The Personnel Evaluation Standards was published in 1988, The Program Evaluation Standards (2nd edition) was published in 1994, and The Student Evaluations Standards was published in 2003.
A working portfolio is used to collect samples of student work for future evaluation. Samples are collected by students and teachers without making final decisions as to what will be kept or discarded. Later, these items can become part of another type of portfolio. In an evaluative portfolio, the teacher uses the materials included to complete ...
Course evaluation instruments generally include variables such as communication skills, organizational skills, enthusiasm, flexibility, attitude toward the student, teacher – student interaction, encouragement of the student, knowledge of the subject, clarity of presentation, course difficulty, fairness of grading and exams, and global student rating.
Peer assessment, or self-assessment, is a process whereby students or their peers grade assignments or tests based on a teacher's benchmarks. [1] The practice is employed to save teachers time and improve students' understanding of course materials as well as improve their metacognitive skills.
The Dr. Fox effect is a correlation observed between teacher expressiveness, content coverage, student evaluation, and student achievement. [ 1 ] [ 2 ] This effect also allows insight to other related effects and relationships between student achievement and evaluations of the teacher.
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