An Integral Perspective on Teacher Evaluation: A Review of Empirical Studies

Autor/inn/en	Tuytens, Melissa; Devos, Geert; Vanblaere, Bénédicte
Titel	An Integral Perspective on Teacher Evaluation: A Review of Empirical Studies
Quelle	In: Educational Assessment, Evaluation and Accountability, 32 (2020) 2, S.153-183 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tuytens, Melissa) ORCID (Vanblaere, Bénédicte)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-020-09321-z
Schlagwörter	Teacher Evaluation; Educational Research; Qualitative Research; Statistical Analysis; Context Effect; Evaluation Utilization; Definitions; Measurement + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Bildungsforschung; Pädagogische Forschung; Qualitative Forschung; Statistische Analyse; Begriffsbestimmung; Messverfahren
Abstract	Teacher evaluation has been used for decades in schools as a human resource management practice to hold teachers accountable and to help them develop professionally. This paper provides a synthesis of empirical studies about teacher evaluation. We use an overarching theoretical framework, the value chain, as a guide to collect and map insights from empirical research about teacher evaluation. First, we mapped the variables that are described as significant for teacher evaluation from a quantitative viewpoint. Second, by adding the qualitative insights, we gained a more detailed understanding about how these significant relationships work. After a screening of the literature, 15 quantitative and 21 qualitative studies were included in this review. The results elaborate on the definition and measurement of teacher evaluation, the outcomes of teacher evaluation and important context variables for teacher evaluation, all found in empirical research on teacher evaluation. This review provides an overview of the empirical results from the teacher evaluation research literature about antecedents and consequences of teacher evaluation. We conclude with paths for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01