Refocusing the Debate: Assessing the Purposes and Tools of Teacher Evaluation
Abstract
In this article, John Papay argues that teacher evaluation tools should be assessed not only on their ability to measure teacher performance accurately, but also on how well they inform and support ongoing teacher development. He looks at two major approaches to teacher evaluation reform: value-added measures and standards-based evaluations. Papay analyzes these two approaches both as measurement tools and as professional development tools, illuminating the advantages, drawbacks, and untapped potential of each. In the process, attention is refocused towards a broader conception of the purpose of teacher evaluation.
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Dozens of districts have adopted peer evaluation systems where expert teachers formally evaluate their peers.
“Dozens of districts have also adopted peer evaluation systems where expert teachers assume formal responsibility for evaluating their peers (Papay & Johnson, 2012).”
From Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences (2016) · cites this paper as Papay & Johnson, 2012
PAR can increase teachers' impact on student achievement and can be cost effective, but requires effective labor-management cooperation.
“PAR can increase teachers’ impact on students achievement (Taylor & Tyler, 2012) and can be cost effective (Papay & Johnson, 2012), but requires effective labor-management cooperation as Hillsborough County Public School’s decision to scrap its established peer evaluation system illustrates (Sokol, 2015).”
From Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences (2016) · cites this paper as Papay & Johnson, 2012
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- Authors
- Papay, J.
- Affiliations
- Brown University (US)
- Corresponding author
- Papay, John
- Venue
- Harvard Educational Review
- Publisher
- Harvard Education Publishing Group
- Published
- 2012-04-01
- Volume
- 82
- Issue
- 1
- Pages
- 123-141
- ISSN
- 0017-8055 (ISSN-L)
- 1943-5045
- OpenAlex
- W62887084
- Cited by
- 155
- References
- 43
- Citations by year
- 2026: 1 · 2025: 3 · 2024: 6 · 2023: 10 · 2022: 8 · 2021: 14 · 2020: 17 · 2019: 14 · 2018: 14 · 2017: 12 · 2016: 28 · 2015: 12 · 2014: 6 · 2013: 9 · 2012: 1
- FWCI
- 43.57
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Harvard Educational Review (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Assessments
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Keywords
- teacher evaluation, value-added measures, standards-based evaluation, teacher performance measurement, teacher professional development, assessment reform
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