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FORMAT-FOR-THE-COLLATERAL-READING

The document discusses the importance of teacher performance appraisal in enhancing teaching quality and student achievement. It outlines the effectiveness of performance appraisal through three main research areas, including variations in student learning, teacher perceptions, and appraisal conditions. The paper emphasizes the need for a deeper understanding of the factors influencing teacher quality and the implications of performance appraisal systems.

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4 views

FORMAT-FOR-THE-COLLATERAL-READING

The document discusses the importance of teacher performance appraisal in enhancing teaching quality and student achievement. It outlines the effectiveness of performance appraisal through three main research areas, including variations in student learning, teacher perceptions, and appraisal conditions. The paper emphasizes the need for a deeper understanding of the factors influencing teacher quality and the implications of performance appraisal systems.

Uploaded by

teologomj
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Dr.

Aurelio Mendoza Memorial Colleges


Ipil, Zamboanga Sibugay

Reporter: _______________________________
Topic of the Report: ______________________________________
Subject : Ed ___ -________________________
Time : ___________________

COLLATERAL READING
Title : ____________________________________________
Author : ____________________________________________
Year : _________________

( See example next page)


Dr. Aurelio Mendoza Memorial Colleges
Ipil, Zamboanga Sibugay

Reporter: _______________________________
Topic of the Report: ______________________________________
Subject : Ed ___ -________________________
Time : ___________________

COLLATERAL READING
Title : Teacher Performance Appraisal: More about Performance or
Development

Author : Elliot, Kerry


Year : 2015

Abstract: Teacher appraisal can be a key lever for increasing the focus on
teaching quality” (OECD, 2013b, p.9) and that many reforms in the past have
failed (Kleinhenz & Ingvarson, 2004), an understanding of the various aspects of
successful performance appraisal is essential. The literature has begun to refer
to a number of factors that support the development of an effective performance
and development system. This paper discusses some of the key research connected
with teacher performance appraisal, including aspects and outcomes and points to
the need for a better understanding of how they are connected to bigger ideas.
Highlighting the importance of an enhanced understanding of performance appraisal
as a discursive approach to building teaching quality, this paper identifies
elements that need further research if we are to grasp the implications of
performance appraisal.

Introduction
Enhancing achievement and providing a quality educational experience
for all students has long been the most important outcome expected of
schools. With evidence suggesting that “teacher quality is the single most
important school variable influencing student achievement” (Organization
for Economic Cooperation and Development [OECD], 2005, p.26), the key role
teaching and teachers play in enhancing student achievement is recognized.
Given that “teacher appraisal can be a key lever for increasing the focus
on teaching quality” (OECD, 2013b, p.9) and that many reforms in the past
have failed (Kleinhenz & Ingvarson, 2004), an understanding of the various
aspects of successful performance appraisal is essential.

The Effectiveness of Performance Appraisal


Performance appraisal research falls into three main groups: the first
group examines the variations in student learning from teachers within the
appraisal process, the second evaluates teacher perceptions of the impact
of the process on their practice and levels of motivation and the third
evaluates effective performance appraisal conditions (Isore, 2009).

Variations
The first body of research compares outcomes for students whose
teachers have participated in performance appraisal with those that have
not. A sub-set compares student outcomes against results from the teachers’
appraisals to determine whether the process was successful in identifying
teacher quality. This body of research often draws on Value Added Measures
(VAM), which aim to measure the teachers’ contributions to student outcomes
by comparing current test scores with test scores from the same students in
previous years, as well as with scores of other students at the same grade
level (Isore, 2009). Although VAM have gained in popularity over the last
decade as tools for measuring teacher effectiveness (Berliner, 2013;
Konstantopoulos, 2012), they are unlikely to provide the solution to
building teacher capabilities (Valli & Finkelstein, 2013). A failure to
acknowledge the many aspects that contribute to teacher quality and student
outcomes (OECD, 2005) - including the role school, peers, former teachers,
pre-service programs and experiences play - makes VAM problematic
(Berliner, 2013). Using student test results as the sole means of
evaluating teacher quality is contentious (McArdle, 2010). Masters (2011)
cautions that “when performances are evaluated only in terms of measured
results, employees and organizations find ways to ‘game the system’” (p.1).
While VAM may be difficult to correlate directly to the teacher, the
Measures of Effective Teaching (MET) study (Gates Foundation, 2010) points
to significant progress in the use of Value Added Measures (VAM).

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