Teacher Test Scores Research Articles

Evaluation Instruments of Dance Learning Outcomes Based on Theory of Multiple Intelligences in Elementary School

This evaluation instrument is an instrument that emphasizes multiple intelligences that are used to assess the process and results of dance learning. This study aims to develop and find out the quality of evaluation instruments for dance learning outcomes based on multiple intelligences in elementary school students. This research is a type of Research and Development (RnD) development research using ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development models. This research was tested on the fourth grade teachers of a private Islamic elementary school in Bantul City. Data collection techniques using expert validation sheets and teacher assessment sheets, then analyzed using quantitative data and qualitative data. The results of this study indicate that research and development has been carried out using the ADDIE model. The results of the assessment of learning experts get a value of 92.5 in the excellent category, material experts get a score of 94 in the excellent category, the evaluation expert gets a score of 77.5 in the good category, and the teacher's test scores 95 in the excellent category. Thus the average of all ratings scored 93.83 in the excellent category. Based on the test, the validity of the questions met the valid criteria. The reliability of multiple choice questions was 0.58 with sufficient criteria and description of 0.67 with sufficient criteria. So the instrument for evaluating dance learning outcomes based on multiple intelligences has good quality.

Linking teacher education to redesigned systems of accountability: A call for multiple measures in pre-service teacher effectiveness

In this written commentary for the special issue of Education Policy Analysis Archives focused on “Redesigning Assessment and Accountability,” we call for teacher preparation to embrace a multiple measures philosophy by providing teacher candidates with rich opportunities to engage with data from a variety of sources, beyond teacher test scores and principal evaluations. We apply and extend Bae’s (2018) argument to teacher preparation policies, urging teacher educators to develop programs that promote continuous improvement. We argue that teacher education can and should prepare candidates to engage in multiple measure systems, critically evaluate data and sense make to construct meaning, reflect on and improve their practice to meet the needs of all students, and ultimately advocate for next-generation accountability systems that authentically foreground and prioritize continuous improvement.

Does teacher certification program lead to better quality teachers? Evidence from Indonesia

ABSTRACTThis paper examines the impact of the teacher certification program in Indonesia in 2007 and 2008 on student and teacher outcomes. I create a rule-based instrumental variable from discontinuities arising from the assignment mechanism of teachers into certification program. The thresholds are determined empirically. The study applies a two-sample instrumental variable (TSIV) method to combine information from two different datasets. I find that there is no strong evidence of the effectiveness of certified teachers on student learning outcomes and teacher performance, as measured by student test scores, teacher test scores, teacher attendance, and teacher involvement in non-teaching side jobs.

Do teachers’ knowledge and behaviour reflect their qualifications and training?

It is easier to collect data on teachers’ qualifications, experience, or training than to get a precise idea of their command of subject matter or their classroom behaviour. However, research consistently shows that “class effect” (the impact on a student of being in one class rather than another) on pupil performance is relatively high, especially in Africa, whereas the impact of qualifications, experience, or training on pupil learning is generally low. The purpose of this paper is to compare teacher academic qualifications and professional training on the one hand, with teacher test scores and behaviour on the other, showing the weak links between the former and the latter. What also emerges is the importance of certain external management-related factors such as the vastly reduced hours of effective learning time due to high rates of absenteeism and delayed term starts. Despite the importance of what really happens in the classroom, it remains difficult to measure the classroom dynamic reliably and accurately.

Why we should care if teachers get A's: Teacher test scores and student achievement in Mexico

Understanding the relationship between teacher test scores and student achievement is important in an accountability environment that favors using quantitative measures of teaching quality, as is the case with Mexico's national Carrera Magisterial (CM) teacher incentive program. The results of this paper suggest that teacher test scores have a small positive relationship with average student achievement scores. This effect is larger in secondary schools than in primary schools. In the case of secondary schools, average teacher test scores on subject-matter and teaching methodology sections of the test are positively associated with student achievement. To estimate these relationships this paper uses panel data from Mexico's national teacher incentive program CM from 1996 to 2000.

Validity of Standardized Teacher Test Scores for Predicting Beginning Teacher Performance

Standardized teacher tests of basic skills and content knowledge continue to be used as predictive measures of teaching ability despite the absence of research that either supports or refutes a connection between scores on teacher tests and beginning teachers' performance in classroom settings. The research project presented in this article was designed to compare standardized basic skills (reading, writing, mathematics, and grammar) and content area test scores with performance items on an INTASC standards-based rubric, scored by beginning teachers' supervisors. Eight competency indicators on the rubric evidenced a positive correlation with one or more of the four basic skills test subareas and four more competencies showed a negative correlation. In addition, performance ability under three composite standards correlated with two of the basic skills test subareas. There was no correlation whatsoever between any aspect of the content area tests and classroom performance of first-year teachers as assessed by immediate supervisors.

The outcomes question in teacher education

This article begins with the premise that it is possible to trace teacher education development and reform in terms of the major questions that have driven the field and the sometimes competing ways these questions have been constructed, debated, and enacted in research, policy, and practice. The author argues that currently “the outcomes question” is driving teacher education. Generally, the outcomes question includes debates about what impacts teacher education should be expected to have on teacher learning, professional practice, and student learning as well as debates about how, by whom, and for what purposes outcomes should be documented, demonstrated, and/or measured. The article identifies three major ways that the outcomes question in teacher education is being constructed in the research literature, the policy arena, and the media: outcomes as long term impact, outcomes as teacher test scores, and outcomes as professional performance. Each of these is analyzed in some detail, drawing on related analyses from policy and teacher education practice. Finally the article suggests several concerns about how the outcomes question is being constructed in teacher education, questioning some of the viewpoints that are being legitimized or undermined and drawing particular attention to the impact of these for a just and democratic society.

Improving teacher preparation and selection: lessons from the Pennsylvania experience

This paper examines Pennsylvania's teacher preparation and selection processes over the last decade. Teacher test scores are examined across colleges of education, and extreme differences in teacher test scores are found. Also, extreme variations are evident among districts' employed teachers. A unique survey of district employment practices reveals that, on average, 40% of a district's teachers previously attended there as students. An exploratory econometric model indicates that the higher the unemployment rate in a district, the more likely it will hire its former students to teach, and that the greater the fraction of former students now in the district's teacher force, the lower is student achievement. The paper concludes with a discussion of conventional and unconventional strategies to improve the quality of teachers actually hired by school boards.