Teacher Evaluation

Jie-Qi (Jackie) ChenErikson Institute, Chicago

i3 learning community October 16, 2012

Assessment and Teaching

Assessment Teachingofforoffor

WhyReason

WhyReason

WhoAudience

WhoAudience

WhatFocusWhatFocus

HowApproach

HowApproach

Assessment of TeachingWhy—Reason

• Accountability, check teaching status or evaluate teaching effectiveness

Who—Audience

• Others about teachers’ teaching, such as public and school administrators

What—Focus

• Students’ academic performance, often based on standardized test scores

• Principal observationHow—Approach

• Summative, a event after teaching

ITBS Reading Score--2nd Grade by Room

Room A B C

# of students took the test 22 21 23

Average grade equivalence in 1st grade 0.99 1.13 1.03

Average grade equivalence in 2nd grade 1.71 1.53 1.13

Average gain over a year 0.72 0.4 0.1

Year One

Year TwoRoom A B C

# of students took the test 20 16 17

Average grade equivalence in 1st grade 1.11 1.32 1.53

Average grade equivalence in 2nd grade 1.98 1.47 1.34

Average gain over a year 0.87 0.15 -0.19

Illinois Goal Assessment Program Reading Performance Standards

Assessment of Teaching%

of

Stu

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ts

Assessment for TeachingWhy—Reason

• Improve teaching practice and effectiveness

Who—Audience

• Teachers and school principals

What—Focus

• Individual focused: Principal observation, self evaluation and reflection, coaching

• Community focused: Peer observation and reflection, lesson study, video analysis

How—Approach

• Formative, a process during teaching

Assessment

TeachingOF

FOR

OFOF

OFOF

OF

Assessment

TeachingFOR

Of

FORFOR

FORFOR

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The Percentage of Students Performing At or Above ITBS National Norms for Reading (3rd to 8th Grades)

8.1

14

18.6 19

24.6

5

10

15

20

25

30

95 96 97 98 99

%

Assessment for Teaching

Peer observation and reflection

Video analysis

When the cook tastes the soup, that’s formative.

When the guests taste the soup,

that’s summative.-Robert Stake