Recent times have seen the growth in the number and scope of interacting professional reform movements in science, centered on themes such as open research, research integrity, responsible research assessment, and responsible metrics. The responsible metrics movement identifies the growing influence of quantitative performance indicators as a…

This paper critically explores the notion of academic citizenship, evaluates its importance and argues that faculty have shifted away from engaging in collegial activities to behaviour that is purposefully targeted towards the attainment of academic performance metrics. We highlight the significant implications and challenges for the academy of a…

Assessment of clinical teachers by learners is problematic. Construct-irrelevant factors influence ratings, and women teachers often receive lower ratings than men. However, most studies focus only on numeric scores. Therefore, the authors analyzed written comments on 4032 teacher assessments, representing 282 women and 448 men teachers in one…

This paper draws upon Foucault's problematisation of "governmentality" analysis to explore teacher interviews from Australian secondary schools, where student voice was 'enacted' within a teacher assessment reform strategy. By bringing teacher voices into relation with theory, it illustrates how the current 'sociality of performativity'…

Most teacher evaluation policies in the United States seek to improve student outcomes by providing developmental supports to grow teachers' skills and by imposing accountability pressures to increase their effort. In this research synthesis and analytic essay, David D. Liebowitz argues that proper policy design has been understood as successfully…

While countries differ in their approach to and context of teacher evaluation, many have one thing in common--they hope it serves its formative and summative purposes. In this article, the author asks policymakers, educators and researchers to reconsider how these dual purposes are accomplished. Current approaches and research both in and outside…

Since the early 2000s, accountability and evaluation have been regarded by policymakers as key mechanisms for "fixing" teacher education and by many teacher education leaders as vehicles for elevating the status of the profession and uniting a fragmented field. Although educational inequity has been an enduring and endemic problem during…

If we say we 'deliver feedback to teachers,' we most likely subscribe to a traditional approach to instructional improvement. In this approach the principal or supervisor treats the teacher as passive recipient who is expected to act on feedback that is too generic to be useful, and promotes a simplistic view of teaching and its improvement. In…

This article pushes back against the "evalu-centric view of improvement" (Hazi, 2018; 2020) in the supervision literature by advocating for a democratic pedagogy and supervision framework developed to support instructional supervision and evaluation dialogue between teachers and leaders. This democratized approach honors and centers the…

Teachers and school leaders frequently express a disconnect in the purpose and importance of teacher evaluation, particularly as it relates to educator growth. At the same time, some schools are beginning to communicate student growth through a standards-based grading philosophy. One way schools might "walk the talk" of their grading…

Using a chronicle, this paper examines teacher evaluation systems to highlight how neoliberal reforms produce unjust conditions for both teachers and students of color. I specifically center Black women and their ways of knowing to provide a (re)imagining around what is possible when educational leaders move beyond reforms to create a system that…

This book presents some of the leading technical, professional, and political challenges associated with the development and implementation of teacher evaluation systems, along with characterizing some of these systems in different countries around the world. The book promotes a broader comprehension of the complexities associated with this kind…

Most recent research on teacher evaluation examines evaluation's measurement properties and accountability uses. Less research studies how evaluation data can improve teaching and student learning. In other contexts, researchers have examined how teachers use data to improve their practice. From general research on teachers' data use, we apply the…

Dr. Hal Abeles is a foundational leader in developing music performance assessments, conducting program evaluations of arts partnerships, and publishing basic research on the effects of arts instruction on learning in and across cognitive, social and personal domains. This article explores the theoretical and practical issues in music performance…

The aim of teaching observations and post observation feedback in higher education is to support teachers to reflect on and improve their teaching. Yet, our understanding of tutors' (observers') and teachers' (observees') capacities for capitalising on these feedback opportunities is limited and there is little empirically derived advice for…