Classroom Observations from Phase 2 of the Pennsylvania Teacher Evaluation Pilot: Assessing Internal Consistency, Score Variation, and Relationships with Value Added. Final Report

Autor/inn/en	Walsh, Elias; Lipscomb, Stephen
Institution	Mathematica Policy Research, Inc.
Titel	Classroom Observations from Phase 2 of the Pennsylvania Teacher Evaluation Pilot: Assessing Internal Consistency, Score Variation, and Relationships with Value Added. Final Report
Quelle	(2013), (80 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Evaluation; Scores; Scoring Rubrics; Value Added Models; Reliability; Teacher Effectiveness; Pilot Projects; Differences; School Districts; Academic Achievement; Achievement Gains; Standardized Tests; Principals; Correlation; Teacher Characteristics; Cohort Analysis; Elementary School Teachers; Middle School Teachers; Pennsylvania; Pennsylvania (Pittsburgh) + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Scoring formulas; Auswertungsbogen; Reliabilität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Pilot project; Modellversuch; Pilotprojekt; Unterscheiden; School district; Schulbezirk; Schulleistung; Achievement gain; Leistungssteigerung; Standadised tests; Standardisierter Test; Principal; Schulleiter; Korrelation; Kohortenanalyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	This report presents findings from Phase 2 of a three-year teacher evaluation pilot conducted by the Pennsylvania Department of Education. Principals evaluated the teaching practices of teachers using The Framework for Teaching, a rubric that includes 22 components grouped into four broad teaching practice domains: (1) planning and preparation, (2) classroom environment, (3) instruction, and (4) professional responsibilities. Although principals did not typically use all 22 components, the report's findings suggest the fairness of overall scores might not be compromised substantially by principals using different sets of components. Also, across nearly all components, teachers with higher scores on the rubric tended to make larger contributions to student achievement than did teachers with lower scores, as measured by value added. The report's findings suggest that the rubric measures aspects of teachers' practices related to growth in student achievement on standardized assessments. Four appendixes are included: (1) Data Sources and Sample Characteristics; (2) Technical Features of the Teacher VAMs [value-added models]; (3) Technical Results from Value-Added Analyses; and (4) Relationships between Rubric Scores and Value Added for VAMs Based on Different Cohorts of Students. (As Provided).
Anmerkungen	Mathematica Policy Research, Inc. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 609-799-3535; Fax: 609-799-0005; e-mail: info@mathematica-mpr.com; Web site: http://www.mathematica-mpr.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01