Growth Models and Teacher Evaluation: What Teachers Need to Know and Do

Abstract

Including growth models based on student test scores in teacher evaluations effectively holds teachers individually accountable for students improving their test scores. While an attractive policy for state administrators and advocates of education reform, value-added measures have been fraught with problems, and their use in teacher evaluation is questionable at best. Teachers need to understand the arguments against using growth measures in evaluation and to articulate a compelling, research-based alternative for the support and growth of teachers.

Key words::

• assessment
• evaluation
• government influence
• measurement
• political
• testing

Additional information

Notes on contributors

Daniel S. Katz

Daniel S. Katz is an Assistant Professor in the Educational Studies Department of Seton Hall University. Email: [email protected]