W. James Popham, one of the country’s foremost experts in education measurement and evaluation, proposes a commonsense approach to teacher evaluation that utilizes the expertise and professional judgment of master teachers. In this groundbreaking book, Popham: Discusses the strengths and weaknesses of common evaluation systems such as testing, value-added models, and classroom observations Describes a teacher evaluation system based on collegial judgment, in which experienced educators are trained and certified to evaluate teacher performance Provides cases and examples of how collegial judgment represents the most fair, accurate, and rigorous approach to teacher evaluation INDICE: PrefaceAcknowledgments1. What Underlies the Tightening of Today's Teacher-Evaluation Programs? What Uncle Sam Wants A Federal Vision of Teacher Evaluation What Could Go Wrong? Chapter Implications for Three Audiences2. Human Judgment: Needed or Not? Human Judgment's Role Evaluation Basics What about the Evaluation of Teachers? Judgment-Requisite Choices Chapter Implications for Three Audiences3. Defensible Teacher Evaluation The Wonders of Whereas Why Use a Weighted-Evidence Judgmental Approach to Teacher Evaluation? A Weighted-Evidence Judgment Evaluative Survey Who Are the Judges? Chapter Implications for Three Audiences4. Evidence from Standardized Tests Key Testing Tenets Why We Test A Psychometric Blessed Trinity Standardized Test- Two Tribes, Two Tasks Traditional Test-Building and Its Off-Task Allure The Origins of Traditional Educational Testing Dealing with Effective Instruction Ensuring Score-Spread from the Get-Go Instructional Sensitivity as a Requisite Returning to Validity Evidential-Weight Guidelines Chapter Implications for Three Audiences5. Evidence from Classroom Assessments Staking Out the Nature of Classroom Assessment A Quest for Evidence of Student Growth Formative and Summative Applications Enhancing the Quality of Classroom-Assessment Evidence Evidence of a Teacher's Instructional Ability What's Assessed The Traditional Psychometric Triplets Following Test Development, Improvement, and Scoring Rules Have Teachers Played it Straight? Evidential-Weight Guidelines Chapter Implications for Three Audiences6. Evidence from Classroom Observations What's Distinctive about Classroom Observations? Observations Versus Ratings Playing the Odds: Observation of Instructional Means An Observational Reality: The Mysterious Middle Group Getting the Most Evaluative Mileage Out of Classroom Observation Evidence Two Widely-Used Observation Procedures Danielson's Framework for Teaching The Marzano Model Evidential-Weight Guidelines Chapter Implications for Three Audiences7. Evidence from Ratings Rooting Around with Ratings Lurking Comparisons Amalgam Judgments Three Flavors of Bias Administrators' Ratings Students' Ratings Making Ratings Righteous The Rating Form Rater Preparation The Old and the New Evidential-Weight Guidelines Chapter Implications for Three Audiences8. Evidence from Sundry Sources Alternative Sources of Evidence for Evaluating Teachers Academic Achievements Changes in Students' Affect Lesson Plans Opportunity-to-Learn Student Surveys Parental Engagement Parent Ratings Professional Development Ratings by Colleagues Student Interviews Teacher-Made Tests Teachers' Self-Ratings Augmentation or Obfuscation? Evidential-Weight Guidelines Chapter Implications for Three Audiences9. Mission Possible? Weighted-Evidence Judgment of Teachers: A Reprise What To Do- And How? Chapter Imlpications for Three Audiences Responding to a SubtitleIndex
- ISBN: 978-1-4522-6085-3
- Editorial: Corwin
- Encuadernacion: Rústica
- Páginas: 200
- Fecha Publicación: 11/06/2013
- Nº Volúmenes: 1
- Idioma: