Teacher Evaluation--The Wrong Tests for the Right Job.

Autor/in	Popham, W. James
Titel	Teacher Evaluation--The Wrong Tests for the Right Job.
Quelle	(1981), (9 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Criterion Referenced Tests; Norm Referenced Tests; Teacher Evaluation; Test Validity + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Testvalidität
Abstract	Teachers should be evaluated chiefly by the results they produce. Those results will not be properly detected through the use of norm-referenced achievement tests (NRT) due to the following major deficits of NRT: (1) the descriptions of what is measured by NRT are far too loose; (2) evaluative expectations are unclear; (3) the necessity for NRT to produce sufficient variance in examinee responses makes it less likely that such tests will measure pupil mastery of key knowledge and skills; and (4) most NRT do not differentiate among students chiefly on the basis of what those students have learned in school--rather their differentiations are based heavily on the nature of the semantic experience that students bring to school. Pupil test performance should be used as a major factor in any teacher evaluation system, however. Those tests should be well constructed criterion-referenced tests (CRT) which will provide teachers with a clear set of instructional targets and test items which can detect the effects of skillful instruction, communication of evaluative criteria, absence of the automatic excision of items on which pupils perform well, and a vehicle which can measure affective gains. (RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01