Given the experience to date with an overwhelming focus on student achievement scores as a basis for high-stakes decisions, policymakers would do well to pause and carefully examine the issues that make teacher assessment so complex before implementing an assessment plan. To facilitate such examination, this brief reviews credible research exploring: the feasibility of combining formative assessment (a basis for professional growth) and summative assessment (a basis for high-stakes decisions like dismissal); the various tools that might be used to gather evidence of teacher effectiveness; and the various stakeholders who might play a role in a teacher assessment system. It also offers a brief overview of successful exemplars.
Resources related to this item
Hinchey, P. H. (2010). Getting Teacher Assessment Right: What Policymakers Can Learn From Research. Boulder, CO: National Education Policy Center. Retrieved [date] from https://scholar.colorado.edu/nepc/241
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