Since US state policy makers reformed their teacher evaluation systems in the mid-2010s, the scholarly literature has paid little attention to the classroom-level measures of student learning growth that many states repurposed as teacher performance measures. This study addresses the gap by documenting teachers' and principals' experiences with…

Feedback is an essential ingredient for professional growth, but teachers receive limited feedback that is actually useful. Audrey Amrein-Beardsley and Tray Geiger discuss the flaws in two common forms of teacher feedback, value-added measures and classroom observations, often used as part of a summative evaluation. They suggest that student…

Does the choice of observation instrument make a difference in the feedback and ratings that teachers receive? This study explores how lessons are rated differentially across various observation instruments. To investigate this question, ten randomly selected mathematics lessons were rated using six different observation instruments. Overall…

Instruments designed to measure teachers' knowledge for teaching mathematics have been widely used to evaluate the impact of professional development and to investigate the role of teachers' knowledge in teaching and student learning. These instruments assess a mixture of content knowledge and pedagogical content knowledge. However, little…

Digital competence has gained a strong prominence in the educational context, being one of the key competencies that teachers must master in today's society. Although most models and frameworks focus on the pre-university level, there is a growing interest in knowing the state of digital competencies of university teachers, that is, the set of…

Research on peer review to date has focused on its role as a formal compliance mechanism, a process for enhancing and developing teaching practice, and as a considerable source of anxiety for educators. In this paper, we draw on scholarly reflections from our experience of undertaking a reciprocal, formative peer review in an Australian higher…

Peer assessment is an evaluation in which the students are assessing each other. However, do they understand what to assess, how to assess, and the objectivity of the assessment? This study aims to analyse students' ability to conduct peer assessments. The research applied a quantitative research design using questionnaire. The participant was a…

This paper explores higher education faculty evaluation systems through the lens of Ernest Boyer's definition of scholarship and a 21st century teaching and learning model. Topics include: taxonomies of teaching and learning, the scholarship of teaching and learning, "unbundling" and the use of non-tenure professors, higher education…

There is presently little consensus on how evaluators evaluate special education teachers. The lack of agreement may be due to the training of evaluators. Special education teachers work under various conditions with a diverse population. In this dissertation, we reviewed the challenges associated with evaluating special education teachers,…

This colloquium brings forward the "inside" voices of early childhood student teachers in order to critically examine the impact of the edTPA (Educative Teacher Performance Assessment) on student teaching experiences, especially the "educative" function that the edTPA claims.

Through Project I4 (which aims to lift academic discourse in STEM classes), principals and other school leaders who observe faculty use tools to identify, through evidence and clear criteria, what teachers are doing well and less well. The project's tools, including a post-observation Effective Conversation Guide, address aspects of equity (such…

Instructional coaching has emerged as a popular policy lever for improvement efforts in an era of teacher evaluation. In this environment, coaches often face conflicting demands between their educative duties to develop teachers and their reform-oriented responsibilities to implement district policy. Coaches can wield facets of teacher evaluation…

Assessing the performance of academics at different levels is increasingly difficult to achieve using traditional methods based mainly on numerical scores in evaluating teaching and research activity. The indexing of academic performance in various international databases with impact indices at different scales has led to the need for advanced…

The number of years to estimate value-added measures (VAM) has received insufficient attention. Researchers often use as many years as available, to increase precision and decrease transitory sorting bias. However, this decision has little theoretical or empirical backing. We develop a theoretical framework and evaluate data from thousands of…

This report, prepared by the Association's staff, concerns the action taken on October 2021, by the Board of Regents of the University System of Georgia to remove the procedural protections of tenure from the system's post-tenure review policy. It focuses on on two amendments that remove the due-process protections of tenure from the post-tenure…