Cited by 155Teacher Education and AssessmentsSchool Choice and PerformanceEducational Assessment and Improvement

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Refocusing the Debate: Assessing the Purposes and Tools of Teacher Evaluation

Papay, John·2012·Harvard Educational Review

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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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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
DOI: 10.17763/haer.82.1.v40p0833345w6384
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 › Education › 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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Refocusing the Debate: Assessing the Purposes and Tools of Teacher Evaluation

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