Abstract
This chapter investigates the relationship between teacher evaluations and pupil performance gains in primary education. Teacher evaluations have been conducted by trained external evaluators who scored teachers on a detailed rubric containing 75 classroom practices. These practices reflect pedagogical, didactical and classroom organization competences considered crucial for effective teaching. Conditional on previous year test scores and several pupil and classroom characteristics the score on this rubric significantly predicts pupil performance gains on standardized tests in math, reading and spelling. Estimated test score gains are in the order of 0.4 standard deviations in math and spelling and 0.25 standard deviations in reading if a pupil is assigned a teacher from the top quartile instead of the bottom quartile of the distribution of the evaluation rubric. The observation rubric particularly seems to have potential to identify weak teachers. These observations may stimulate targeted teacher improvement plans and personnel decisions.
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