The emphasis on assessing student learning through large scale standardized and high stakes testing programs has not been an effective strategy for school reform and improvement. No real surprise there. Reform has turned on teacher performance, often guaged by the very tests that are so fraught with socio-political and technical problems. Too often moving onto another strategy is an ideological move with precious little evidence one way or the other. While there are problems with this study that looks at how teacher evaluation is conceptualized and conducted in these 10 places, the effort to engage in evaluation of the evaluations is laudable.
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