教师评价系统能产生高质量的反馈吗?管理人员培训现场实验

IF 3.5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH American Educational Research Journal Pub Date : 2021-07-20 DOI:10.3102/00028312211024603
M. Kraft, A. Christian
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引用次数: 17

摘要

过去十年中广泛进行的教师评价改革的核心动机是相信这些新系统将通过高质量的反馈促进教师的发展。我们通过研究波士顿公立学校教师对评估反馈的看法,并评估该地区通过管理人员培训计划改善反馈的努力,来检验这一理论。教师们普遍表示,评估人员值得信赖、公平、准确,但他们难以提供高质量的反馈。我们发现很少有证据表明培训计划提高了感知反馈质量、课堂教学、教师自我效能或学生成绩。我们的研究结果表明,当管理员缺乏时间和技能来提供频繁的、高质量的反馈时,使用评估系统作为专业成长引擎所面临的挑战。
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Can Teacher Evaluation Systems Produce High-Quality Feedback? An Administrator Training Field Experiment
A core motivation for the widespread teacher evaluation reforms of the past decade was the belief that these new systems would promote teacher development through high-quality feedback. We examine this theory by studying teachers’ perceptions of evaluation feedback in Boston Public Schools and evaluating the district's efforts to improve feedback through an administrator training program. Teachers generally reported that evaluators were trustworthy, fair, and accurate but that they struggled to provide high-quality feedback. We find little evidence that the training program improved perceived feedback quality, classroom instruction, teacher self-efficacy, or student achievement. Our results illustrate the challenges of using evaluation systems as engines for professional growth when administrators lack the time and skill necessary to provide frequent, high-quality feedback.
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来源期刊
American Educational Research Journal
American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.70
自引率
0.00%
发文量
19
期刊介绍: The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
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