Comparing Teacher Performance Assessments: A Mixed-Methods Study From Multiple Stakeholders

• In Event: Roundtable Session 9
  In Roundtable Session: Teacher Performance Assessments: Comparing Benefits and Drawbacks

Abstract

The purpose of this mixed-methods comparative study is to evaluate the potential benefits and drawbacks of three teacher performance assessment systems as perceived by four stakeholder groups (student teachers, mentor teachers, cooperating teachers, faculty), focusing specifically on the feasibility, acceptability, and usability. We examined the following research questions: 1) How do the four stakeholder groups perceive the benefits and drawbacks of the three performance assessments? 2) How do the stakeholders perceive the usability, feasibility, and acceptability of the three performance assessments? 3) What content is covered in each performance assessment and how does this align to existing standards of best practice? 4) To what extent do the four stakeholder groups perceive the performance assessment accurately represents beginning teachers’ effectiveness?

Authors

• Deborah L. Schussler, The Pennsylvania State University - University Park

• Stephanie L. Knight, The Pennsylvania State University

• Amy Morton, The Pennsylvania State University - University Park