Problem:
The current APPR evaluation system needs improvement to maximize teacher effectiveness where fifty percent of the teacher’s rating is based on the test scores of students. The teacher evaluation system should be based on the teacher’s performance in the classroom and looking more at student growth rather than test scores from high-stakes testing. Use the evaluation to help teachers improve instruction and student achievement, “through a focus on the quality of teaching, teacher evaluations are at the very center of the education enterprise and can be catalysts for teacher and school improvement” (Toch). “Evaluations in its current form often contributes little to teacher learning or accurate, timely information for personal decisions …show more content…
These factors are the educational attainment and educational goals of parents, have a great impact on student performance. Separating the impact of school quality from the powerful effects of the many out-of-school influences on achievement is a very difficult task, and it can’t be done with the data typically available to school systems (Koretz, 2008). The result, one can safely assume neither that the schools with the largest score gains are in fact improving the most rapidly nor that those with the highest scores are the …show more content…
Systems that simply pressure teachers to raise scores on one test or a set of tests are likely to produce substantial test score inflation with a focus on old tests, narrowing instruction and an overwhelming reliance on teaching test taking tricks. (Koretz, 2008).
Student achievement must be one of the most important things that educators should be held accountable. However, we need to minimize these false gains. “We need a system analogous to an FDA approved drug; both effective and safe. All that we have seen so far tells us that the simple test-based accountability systems we use now do not meet this standard” (Koretz, 2008).
We could live with misrepresentation if we knew that students were in fact learning more and that people could make incorrect decisions based off of misleading information if the distortions were small enough that they did not seriously mislead people and cause them to make incorrect decisions. But in fact, “we don’t really know how much or whether the real learning of students has changed as a result of these programs. Because so many people consider test-based accountability systems to be self-evaluating-they assume that if scores are increasing, we can trust that kids are learning more-there is a disturbing lack of good evaluations of these systems, even after three decades of high-stakes testing” (Koretz,
The current APPR evaluation system needs improvement to maximize teacher effectiveness where fifty percent of the teacher’s rating is based on the test scores of students. The teacher evaluation system should be based on the teacher’s performance in the classroom and looking more at student growth rather than test scores from high-stakes testing. Use the evaluation to help teachers improve instruction and student achievement, “through a focus on the quality of teaching, teacher evaluations are at the very center of the education enterprise and can be catalysts for teacher and school improvement” (Toch). “Evaluations in its current form often contributes little to teacher learning or accurate, timely information for personal decisions …show more content…
These factors are the educational attainment and educational goals of parents, have a great impact on student performance. Separating the impact of school quality from the powerful effects of the many out-of-school influences on achievement is a very difficult task, and it can’t be done with the data typically available to school systems (Koretz, 2008). The result, one can safely assume neither that the schools with the largest score gains are in fact improving the most rapidly nor that those with the highest scores are the …show more content…
Systems that simply pressure teachers to raise scores on one test or a set of tests are likely to produce substantial test score inflation with a focus on old tests, narrowing instruction and an overwhelming reliance on teaching test taking tricks. (Koretz, 2008).
Student achievement must be one of the most important things that educators should be held accountable. However, we need to minimize these false gains. “We need a system analogous to an FDA approved drug; both effective and safe. All that we have seen so far tells us that the simple test-based accountability systems we use now do not meet this standard” (Koretz, 2008).
We could live with misrepresentation if we knew that students were in fact learning more and that people could make incorrect decisions based off of misleading information if the distortions were small enough that they did not seriously mislead people and cause them to make incorrect decisions. But in fact, “we don’t really know how much or whether the real learning of students has changed as a result of these programs. Because so many people consider test-based accountability systems to be self-evaluating-they assume that if scores are increasing, we can trust that kids are learning more-there is a disturbing lack of good evaluations of these systems, even after three decades of high-stakes testing” (Koretz,