National Board Certified Teachers' Perspectives on Using Measures of Student Learning for Teacher Evaluation

Abstract

This article examines the perspectives of 20 National Board Certified Teachers on the use of measures of student learning for teacher evaluation. An analysis of responses from four focus groups reveals concern about the validity and efficiency of current measures of student progress, and “gaming” of the systems to ensure positive evaluations. Classroom assessment measures designed by teachers—such as tests, quizzes, and portfolios—are discussed as a promising alternative to the use of large-scale testing.

Key words:

• assessment
• evaluation
• measurement
• testing
• teacher evaluation
• value-added models