Abstract
The purpose of this study is to investigate teachers' perspectives on the evaluation of teacher effectiveness with a focus on student learning objectives (SLOs). Using a mixed methods explanatory design with a survey from 244 teachers and interviews with 18 teachers, this study revealed that early career teachers reported more positive views of SLOs, less knowledge about SLOs, and more support needed in using SLOs. Teachers’ major concerns include inadequate instructional time, inappropriate timelines, amount of paperwork, too much teacher autonomy and lack of supervision, issues in assessment reliability and validity, applicability to certain subjects, and lack of meaningful feedback.
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