Teacher Evaluation Jie-Qi (Jackie) Chen Erikson Institute, Chicago i3 learning community October 16, 2012

Assessment and Teaching Assessment Teaching of for of for Why Reason Why Reason Who Audience Who Audience What Focus What Focus How Approach How Approach

Assessment of Teaching Why— Reason Accountability, check teaching status or evaluate teaching effectiveness Who— Audience Others about teachers’ teaching, such as public and school administrators What— Focus Students’ academic performance, often based on standardized test scores Principal observation How— Approach Summative, a event after teaching

ITBS Reading Score --2nd Grade by Room RoomABC # of students took the test Average grade equivalence in 1 st grade Average grade equivalence in 2 nd grade Average gain over a year Year One Year Two RoomABC # of students took the test Average grade equivalence in 1 st grade Average grade equivalence in 2 nd grade Average gain over a year

Illinois Goal Assessment Program Reading Performance Standards Assessment of Teaching % of Students

Assessment for Teaching Why— Reason Improve teaching practice and effectiveness Who— Audience Teachers and school principals What— Focus Individual focused: Principal observation, self evaluation and reflection, coaching Community focused: Peer observation and reflection, lesson study, video analysis How— Approach Formative, a process during teaching

Assessment Teaching OF FOR OF

Assessment Teaching FOR Of FOR

The Percentage of Students Performing At or Above ITBS National Norms for Reading (3 rd to 8 th Grades) Assessment for Teaching Peer observation and reflection Video analysis

When the cook tastes the soup, that’s formative. When the guests taste the soup, that’s summative. -Robert Stake