Designing teacher evaluation systems : new guidance from the measures of effective teaching project /

• Συγγραφή απο Οργανισμό/Αρχή: Measures of Effective Teaching Project
• Μορφή: Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: San Francisco, CA : Jossey-Bass, A Wiley Brand, 2014.
• Θέματα: Measures of Effective Teaching Project.; Effective teaching.; Teachers > Rating of.; Educational evaluation.; EDUCATION / Administration / General; EDUCATION / Organizations & Institutions; Electronic books.

Definitive research for meaningful teacher evaluations All across America, in urban, suburban, and rural schools, teacher evaluation procedures are much-debated. Evaluation processes for teachers have varied over the years, and the usefulness of those processes to improve and assess the quality of a...

Πίνακας περιεχομένων:

• Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project; Copyright; Contents; About the Editors; About the Contributors; About the Bill & Melinda Gates Foundation; Chapter 1: Why Measure Effective Teaching?; Driven by the Needs of Practitioners; Scaling Up Research Capacity; New Challenges, Enduring Objectives; Notes; Section 1: Using Data for Feedback and Evaluation; Chapter 2: Grade-Level Variation in Observational Measures of Teacher Effectiveness; Introduction; Potential Explanations for Grade-Level Differences in Observation Scores.
• Where We Find Our DataObservation Scores; Data on Potential Factors Affecting Observation Scores; How We Analyzed the Data; Answers to the Research Questions; Research Question 1: Are There Grade-Level Differences in Observation Scores?; Research Question 2: Do Teacher Characteristics, Classroom Composition, Rater Effects, or Unobserved School Effects Account for Grade-Level Differences?; Research Question 3: Do Observation Scores Predict Student Achievement Gains Differently by Grade Level?; Some Policy Implications of the Results; Notes.
• Chapter 3: Improving Observational Score Quality: Challenges in Observer ThinkingIntroduction; Research on Observer Thinking; Human Scoring of Constructed-Response Questions; Training Observers to Score Teaching; Important Aspects of Creating Observation Scores; Description of the Studies, Protocols, Data Collection, and Analyses; Overview of the MET and UTQ Studies; Description of the Observation Protocols; Data Set 1: Score Creation, Aggregation, and Analysis; Data Set 2: Observer Thinking Data Collection and Analyses; Observer Consistency, Accuracy, and Perceptions of Dimension Difficulty.
• Observer Consistency and AccuracyObserver Perceptions of Dimension Difficulty; Observer Reasoning, Potential Sources of Error, and Study Limitations; Reasoning Strategies; Potential Sources of Error in Observers' Thinking; Study Limitations; Implications for Training and Observational Policy Decisions; References and Additional Resources; Chapter 4: How Framework for Teaching and Tripod 7Cs Evidence Distinguish Key Components of Effective Teaching; Introduction; Introduction to the Frameworks; Framework for Teaching; The Tripod 7Cs Model; Past Literature; Data and Primary Methods.
• Do Adults (FfT) and Students (Tripod 7Cs) Agree About Teaching?Conceptually Matching the Frameworks; Empirical Matching; The Special Case of Very Unruly Classrooms; Predicting Value Added, Happiness, Effort, and Inspiration; Value Added; Happiness and Effort in Class and College Inspiration; Achieving Order without Intimidation and Coercion; Maintaining Data Quality; Discussion and Implications; Do Adults and Students Agree about Teaching?; Predicting Value Added and Engagement; Maintaining Data Quality; Limitations; Conclusion; Notes.