Teacher Evaluation as High-Stakes Data Use: What Recent Research Suggests

• In Event: Poster Session 2
  In Poster Session: Division L Section 5 Poster Session

Abstract

Using a data use framework, this paper reviews research to identify how recent developments have influenced teacher evaluation. It proposes a modified stage theory of data use for teacher evaluation and reviews evidence suggesting that teacher evaluation can increase access to data, teachers’ perceptions that evaluation data are useful, conversations about data, learning from data, and changed practice. The paper further summarizes the affordances and limitations of the methodological approaches of this dataset. Almost half the papers reviewed were qualitative. Generally, studies provided assurances of the internal validity, but not of generalizability. This research suggests the utility of developing this stage model and the need to examine what teachers learn from different data sources—e.g. observations v test scores.

Authors

• William A. Firestone, Self-employed

• Morgaen L. Donaldson, University of Connecticut - Storrs