Evaluating Teacher Effectiveness: How Teacher Performance Assessments Can Measure and Improve Teaching.
By Linda Darling-Hammond. 2010
310 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/e72dfeeb4851c162d54ff8b5cd9300ead4923f8a
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Kenneth M. Zeichner
- Katherine Ledwell
- H. Retnawati
- Ram Gopal
- Celia J. Oyler
- Linda Darling-Hammond
- S. Munadi
- Varsha Singh
Citations in the corpus
- Teachers’ Difficulties in Implementing Thematic Teaching and Learning in Elementary Schools (2017, background): “Each curriculum change in school will heavily depend on teachers’ competence and expertise (Darling-Hammond, 2010).”
- Developing and assessing beginning teacher effectiveness: the potential of performance assessments (2013, background): “…further on the work in California, a recently-formed group of 27 states has formed a Teacher Performance Assessment Consortium to develop a nationally available assessment that can be used for purposes of initial licensure and program accreditation across the country (Darling-Hammond, 2010).”
- The struggle for the soul of teaching and teacher education in the USA (2014, background): “…classroom observation-based assessments during clinical experiences; the development of a high-quality exit performance assessment that includes a student learning component; and higher standards on state teacher licensing exams (Darling-Hammond 2010b; Pecheone and Chung 2006; Zeichner 2011).”
- Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19 (2021, background): “In higher education, the teacher’s standard referred to the instructor’s specific individual characteristics before entering the class (Darling-Hammond, 2010).”
- Unstandardized Responses to a “Standardized” Test (2016, background): “Advocates for the use of TPAs as summative gatekeepers often contrast them with traditional licensing requirements, arguing that teaching performance assessments can capture practices, skills, and capacities that are both essential to good teaching and difficult to measure through traditional paper-”