Marion & Buckley: Survey of Approaches Used to Evaluate Educators in Non-Tested Grades and Subjects
In this paper, we define non-tested grades and subjects as those that do not have both a “pre-test” and “post-test” in the same content area that can be incorporated into their teacher evaluation. Note that for non-subject specific grades, such as in elementary school, an assessment that is administered at the end of the prior year generally serves as an adequate pre-test. For example, the mathematics assessment administered to students towards the end of third grade could very well serve as the pre-test for the fourth grade mathematics teachers’ evaluations. However, for subject specific grades, such as those in high school, it is often the case that the prior year’s exam for a given subject covers a different domain than the current year’s exam, and therefore could not be considered a “pre-test” by our definition. For example, the mathematics exam in 9th grade may cover algebra and the mathematics exam in 10th grade may cover geometry; as such, the mathematics exam in 9th grade might not serve as an adequate pre-test for 10th grade mathematics teachers’ evaluations.
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