Cited by 402Evaluation of Teaching PracticesTeacher Education and AssessmentsSchool Choice and Performance

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Evaluating Teacher Evaluation

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Darling-Hammond, Linda, Amrein-Beardsley, Audrey, Haertel, Edward, Rothstein, Jesse·2012·Phi Delta Kappan

DOI 10.1177/003172171209300603

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Popular modes of evaluating teachers are fraught with inaccuracies and inconsistencies, but the field has identified better approaches.

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Authors: Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E., & Rothstein, J.
Affiliations: Stanford University (US)
University of California, Berkeley (US)
ORCID: Rothstein, Jesse
Venue: Phi Delta Kappan
Publisher: SAGE Publications
Published: 2012-03
Volume: 93
Issue: 6
Pages: 8-15
ISSN: 0031-7217 (ISSN-L)
1940-6487
DOI: 10.1177/003172171209300603
OpenAlex: W334502450
Cited by: 402
References: 8
Citations by year: 2026: 9 · 2025: 9 · 2024: 18 · 2023: 16 · 2022: 22 · 2021: 30 · 2020: 27 · 2019: 39 · 2018: 34 · 2017: 32 · 2016: 57 · 2015: 41 · 2014: 36 · 2013: 28 · 2012: 4
FWCI: 169.45
Type: journal article
Language: en
Open access: green
escholarship.org
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Phi Delta Kappan (publishedVersion)
RePEc: Research Papers in Economics (submittedVersion)
eScholarship (California Digital Library) (submittedVersion)
ScholarWorks - GVSU (Grand Valley State University) (submittedVersion)
Colleagues
Funders: U.S. Department of Education
Northern Arizona University
Topics: Social Sciences › Education › Evaluation of Teaching Practices
Social Sciences › Education › Teacher Education and Assessments
Social Sciences › Education › School Choice and Performance
Keywords: teacher evaluation, teacher assessment, assessment accuracy, assessment consistency

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