The summer after Amanda S. Frasier left K-12 teaching to return to high education, she received an email stating that her students’ end-of-year assessments were in. When she looked at the scores, she was pleased to see they had done so well, even though she questions the value of standardized accountability measures and didn’t learn anything new from the results. Frasier discusses why these scores are not helpful and advocates more meaningful measures.
FirestoneW.A. (2014). Teacher evaluation policy and conflicting theories of motivation. Educational Researcher, 43 (2).
2.
GoldhaberD.GoldschimdtP.TsengF. (2013). Teacher value-added at the high school level: Different models, different answers?Education Evaluation and Policy Analysis35 (2).
3.
GrissomJ.A.YoungsP. (2016). Improving teacher evaluation systems: Making the most of multiple measures. Teachers College Press.
4.
SmithW.C.KubackaK. (2017). The emphasis of student test scores in teacher appraisal system. Educational Policy Analysis Archives, 25 (86), 1–29.
