Evaluating America's teachers : mission possible? / W. James Popham.

Format:

Book

Author/Creator:

Popham, W. James, author.

Language:

English

Subjects (All):

Teachers--Rating of--United States.

Teachers.

Teachers--Rating of.

United States.

Teacher effectiveness.

Genre:

Electronic books.

Physical Description:

1 online resource (200 pages): illustrations, tables

Place of Publication:

Thousand Oaks, California : Corwin, a SAGE Company, 2013.

System Details:

text file

Contents:

1 What Underlies the Tightening of Today's Teacher-Evaluation Programs? 1

What Uncle Sam Wants 3

A Federal Vision of Teacher Evaluation 4

What Could Go Wrong? 10

Mistake 1 Using Inappropriate Evidence of a Teacher's Quality 12

Mistake 2 Improperly Weighting Evidence of a Teacher's Quality 14

Mistake 3 Failing to Adjust the Evaluative Weights of Evidence for a Particular Teacher's Instructional Setting 15

Mistake 4 Confusing the Roles of Formative and Summative Teacher Evaluation 17

Chapter Implications for Three Audiences 19

2 Human Judgment: Needed or Not? 23

Human Judgment's Role 25

Evaluation Basics 25

What About the Evaluation of Teachers? 28

Judgment-Requisite Choices 29

Chapter Implications for Three Audiences 30

3 Defensible Teacher Evaluation 33

The Wonders of Whereas 33

Why Use a Weighted-Evidence Judgmental Approach to Teacher Evaluation? 34

A Weighted-Evidence Judgment Evaluative Strategy 35

Step 1 Selecting the Evaluative Criterion/Criteria for the Evaluation 37

Step 2 Choosing Evidence Sources 39

Step 3 Weighting the Evaluative Influence of Each Evidence Source 41

Step 4 Deciding Whether to Make Adjustments in the Evaluative Weights of Evidence 42

Step 5 Reaching a Coalesced Judgment of a Teacher's Quality 43

Who Are the Judges? 46

Chapter Implications for Three Audiences 47

4 Evidence From Standardized Tests 49

Key Testing Tenets 51

Why We Test 52

A Psychometric Blessed Trinity 53

Standardized Tests-Two Tribes, Two Tasks 53

Traditional Test Building and Its Off-Task Allure 56

The Origins of Traditional Educational Testing 57

Dealing With Effective Instruction 58

Ensuring Score Spread From the Get-Go 59

Instructional Sensitivity as a Requisite 63

Returning to Validity 64

Evidential-Weight Guidelines 65

Chapter Implications for Three Audiences 66

5 Evidence From Classroom Assessments 69

Staking Out the Nature of "Classroom Assessment" 69

A Quest for Evidence of Student Growth 71

Formative and Summative Applications 72

Enhancing the Quality of Classroom-Assessment Evidence 74

Evidence of a Teacher's Instructional Ability 74

What's Assessed 77

The Traditional Psychometric Triplets 78

Following Test Development, Improvement, and Scoring Rules 81

Have Teachers Played It Straight? 83

Evidential-Weight Guidelines 87

Chapter Implications for Three Audiences 87

6 Evidence From Classroom Observations 91

What's Distinctive About Classroom Observations? 92

Observations Versus Ratings 93

Playing the Odds: Observation of Instructional Means 95

An Observational Reality: The Mysterious Middle Group 97

Getting the Most Evaluative Mileage Out of Classroom-Observation Evidence 99

Two Widely Used Observation Procedures 105

Danielson's Framework for Teaching 105

The Marzano Model 109

Evidential-Weight Guidelines 114

Chapter Implications for Three Audiences 114

7 Evidence From Ratings 117

Rooting Around With Ratings 118

Lurking Comparisons 120

Amalgam Judgments 120

Three Flavors of Bias 121

Administrators' and Students' Ratings 123

Administrators' Ratings 123

Students' Ratings 124

Making Ratings Righteous 126

The Rating Form 127

Rater Preparation 128

The Old and the New 131

Evidential-Weight Guidelines 132

Chapter Implications for Three Audiences 133

8 Evidence From Sundry Sources 135

Alternative Sources of Evidence for Evaluating Teachers 136

Academic Achievements 136

Changes in Students' Affect 137

Lesson Plans 140

Opportunity-to-Learn Student Surveys 141

Parental Engagement 144

Parent Ratings 144

Professional Development 146

Ratings by Colleagues 147

Student Interviews 148

Teacher-Made Tests 149

Teachers' Self-Ratings 151

Augmentation or Obfuscation? 151

Evidential-Weight Guidelines 152

Chapter Implications for Three Audiences 153

9 Mission Possible? 155

Weighted-Evidence Judgment of Teachers: A Reprise 155

What to Do-and How? 158

Suggestion 1 Familiarize yourself with the most important issues faced by teacher evaluators 159

Suggestion 2 Learn as much as you can about the teacher-evaluation program in which you are interested 159

Suggestion 3 If you find serious deficits in a teacher-evaluation program, consider allying yourself with like-minded colleagues who might wish to remedy those problems 160

Suggestion 4 Don't be deferent-by assuming that "experts" have properly crafted a teacher-evaluation program 162

Suggestion 5 Remember, because you are setting out to ensure that a teacher evaluation is not harmful to children, don't let up until you see a sound teacher-evaluation process in place 163

Chapter Implications for Three Audiences 164

Responding to a Subtitle 165.

Notes:

Includes bibliographical references and index.

Description based on print version record.

Local Notes:

Electronic reproduction. Ann Arbor, MI : ProQuest, 2016. Available via World Wide Web. Access may be limited to ProQuest affiliated libraries.

Other Format:

Print version: Popham, W. James. Evaluating America's teachers : mission possible?

ISBN:

9781452277585

OCLC:

939263187

Access Restriction:

Restricted for use by site license.