The DOI matches its Crossref record; 40 of the 43 references it cites were found in a registry or an index.
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 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
In the citing paper
“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
Citations
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Self-citation
Cited by
Sorted by citations
Teacher and Teaching Effects on Students’ Attitudes and Behaviors
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“The quality of principal leadership as measured by teacher surveys is a strong predictor of teacher turnover and student achievement across schools (Boyd et al., 2011; Johnson, Kraft, & Papay, 2012; Kraft, Marinell, & Yee, 2015; Ladd, 2011).”
Building a More Complete Understanding of Teacher Evaluation Using Classroom Observations
Cohen, J., & Goldhaber, D. D. (2016) · Educational Researcher · doi:10.3102/0013189x16659442 · Cited by 202
Kraft, M. A., & Gilmour, A. F. (2017) · Educational Researcher · doi:10.3102/0013189x17718797 · Cited by 211
Metadata
- 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 › 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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