How Does Value-Added Data Affect Teachers?

Autor/inn/en	Jennings, Jennifer L.; Pallas, Aaron M.
Titel	How Does Value-Added Data Affect Teachers?
Quelle	In: Educational Leadership, 73 (2016) 8Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Teacher Evaluation; Evaluation Methods; Achievement Gains; Achievement Rating; Educational Practices; Teacher Improvement; Test Validity; Case Studies; Teacher Attitudes; Barriers; New York (New York) + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Achievement gain; Leistungssteigerung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Bildungspraxis; Testvalidität; Case study; Fallstudie; Case Study; Lehrerverhalten
Abstract	Teacher evaluation systems can have high stakes for individual teachers, and it's important to ask how new evaluation models--including value-added measures--serve teachers as they strive to improve their practice. The authors interviewed teachers at a high-performing New York City school about their reactions to their value-added scores and whether they had changed their teaching practices in response to what they learned through these scores. They found that these teachers placed very little importance on their VAM scores and didn't believe this data could help them improve their teaching--but weren't threatened by VAM ratings. However, the authors discuss other instances of teachers who faced serious consequences and even decided to leave teaching because of a low VAM score. They conclude that evaluation methods based on value-added measures are unhelpful to teachers at best and demoralizing at worst. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01