11 SES 12, Do We Really Need Assessments in Schools?
Internationally, various forms of teacher assessment have emerged as new tools for governing and developing educational quality. In line with accountability policies and increasing use of assessment tools which produce ‘data’ on student performance, teacher assessment is seen by many governments as an important mean to enhance student performance results (Murphy et al. 2013). Several studies have been conducted internationally, and the USA and England are until now the most prominent contributors to the field (cf. Hallinger et al. 2014). There is no strong tradition of teacher assessment in Norway, and Norwegian principals and teachers have until recent years experienced a working context characterized by a relatively high degree of autonomy and government-backed trust that professionals do their jobs in the best possible ways. Along with more output-oriented approaches to govern schools, we see a shift from “trust in the profession” to “trust in results”. As a consequence, different forms of teacher assessment are emerging as means for school leaders to develop the quality of teaching and learning.
Until now, there is limited research and knowledge about teacher assessment in the Norwegian context. Generally, the review aims to identify research gaps that might give direction for further studies on teacher assessment and data use in education.
It is part of an ongoing empirical study on how practices related to teacher assessment is shaped by the local school governing context and mediated and negotiated by principals, department heads and teachers in three schools which are located in a municipality with a strong focus on performance management as part of school governing. This paper presents a review of research on teacher assessment conducted over the last two decades. The aim is to explore teacher assessment practices in use, as reported in various empirical studies, to identify different functions as well as intended and unintended consequences. The review has a particular focus on how student performance data is used as part of assessing teachers’ work, and to what extent these data are used for summative and/or formative purposes. The question of inquiry is: What characterizes existing research on teacher assessment where student results are used to assess teachers’ work, and what are the main results of this body of research?
Amrein-Beardsley, A., Polasky, S. & Holloway-Libell, J. (2016). Validating “value added” in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system. Educ Asse Eval Acc, 28(2), 139-159. doi:10.1007/s11092-015-9234-5 Creemers, B., & Kyriakides, L. (2008). The dynamics of educational effectiveness: a contribution to policy, practice and theory in contemporary schools. New York: Routledge. Grant, M. J. & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26, pp.91–108. DOI: 10.1111/j.1471-1842.2009.00848.x Hallinger, P., Heck, R. & Murphy, J. (2014). Teacher evaluation and school improvement: An analysis of the evidence. Educ Asse Eval Acc 26(1), 5-28. Hattie, J. A. C. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge. Huber, S.G. & Skedsmo, G. (2016): Teacher Evaluation – Accountability and Improving Teaching Practices. Educ Asse Eval Acc 28(2), 105-109. DOI 10.1007/s11092-016-9241-1 Liu, S., Xu, X. & Stronge, J.H. (2016). Chinese middle school teachers’ preferences regarding performance evaluation measures. Educ Asse Eval Acc (2016) 28(2), 161-177. doi:10.1007/s11092-016-9237-x Meng, L. & Muñoz, M. (2016). Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA. Educ Asse Eval Acc 28(2), 179-199. doi:10.1007/s11092-015-9230-9 Murphy, J., Hallinger, P. & Heck, R.H. (2013). Leading via Teacher Evaluation: The Case of the Missing Clothes? Educational Researcher, 42(6), 349-354. Reynolds, D., Creemers, B., Stringfield, S., Teddlie, C., & Schaffer, G. (2002). World class schools: International perspectives on school effectiveness. London: Routlege Falmer. Roegman, R., Goodwin, A.L., Reed, R. et al. Unpacking the data: an analysis of the use of Danielson’s (2007) Framework for Professional Practice in a teaching residency program. Educ Asse Eval Acc, 28(2), 111–137. 111. doi:10.1007/s11092-015-9228-3 Scheerens, J., Luyten, H., Steen, R., & Luyten-de Thouars, Y. (2007). Review and meta-analyses of school and teaching effectiveness. Enschede: Department of Educational Organisation and Management, University of Twente.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.