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Analysis of state-level evaluator tr...

Benyon, Howard E., III.

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Analysis of state-level evaluator training policy.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Analysis of state-level evaluator training policy./
作者:	Benyon, Howard E., III.
面頁冊數:	145 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
標題:	Education, Policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3624033
ISBN:	9781303969720

Analysis of state-level evaluator training policy.
Benyon, Howard E., III.

Analysis of state-level evaluator training policy. - 145 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ed.D.)--Saint Louis University, 2014.

This policy analysis project focused on state-level education policy which lacks evaluator training as well as on requirements for research-based best practices. Due to federal mandates and funding as well as accountability to all stakeholders, states are adopting more rigorous evaluation systems. These high-stakes evaluation systems are putting pressure on state accountability for departments of education to track fidelity of evaluation tool usage. Through state-level policy, state departments must require all evaluators to be trained to implement the evaluation system with fidelity and inter-rater reliability. For districts to maximize student learning, evaluators must be properly trained if accountability for student achievement is to be realized.

ISBN: 9781303969720Subjects--Topical Terms:

1669130
Education, Policy.

Analysis of state-level evaluator training policy.
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500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Adviser: Jo Nell Wood.
502 $a Thesis (Ed.D.)--Saint Louis University, 2014.
520 $a This policy analysis project focused on state-level education policy which lacks evaluator training as well as on requirements for research-based best practices. Due to federal mandates and funding as well as accountability to all stakeholders, states are adopting more rigorous evaluation systems. These high-stakes evaluation systems are putting pressure on state accountability for departments of education to track fidelity of evaluation tool usage. Through state-level policy, state departments must require all evaluators to be trained to implement the evaluation system with fidelity and inter-rater reliability. For districts to maximize student learning, evaluators must be properly trained if accountability for student achievement is to be realized.
520 $a In this team project, two educators studied best-practices for evaluator training as well as evaluator training policies. The team identified five criteria for effective teacher evaluation training programs. The team created a research-based and validated rubric to evaluate state policy on effective teacher evaluation training programs. The team analyzed policies of all 50 states based on these criteria.
520 $a In general, the team found evaluators were not effectively trained to conduct teacher evaluations. State policies did not require evaluators to be trained in state evaluation models. The team established recommendations based on these findings; a majority of states do not have policy mandating teacher evaluation training, many states that had evaluator training were inconsistent in implementation of the training, states having evaluator training policy were inconsistent on identifying funding and resources for the implementation of evaluator training.
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