Lower Performance Evaluation Practice Ratings for Teachers of Disadvantaged Students

Lower Performance Evaluation Practice Ratings for Teachers of Disadvantaged Students

Value-added estimates of teachers’ contributions to student achievement have been criticized for bias relating to the sorting of students to classrooms. More recently, research has raised the possibility that sorting leads to differences in practice evaluation ratings between teachers of more or les...

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Main Author: Anthony Milanowski
Format: Article
Language:English
Published: SAGE Publishing 2017-01-01
Series:AERA Open
Online Access:https://doi.org/10.1177/2332858416685550
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spelling doaj-143d5056b9c5430e852ae07d89959fc22020-11-25T02:50:41ZengSAGE PublishingAERA Open2332-85842017-01-01310.1177/233285841668555010.1177_2332858416685550Lower Performance Evaluation Practice Ratings for Teachers of Disadvantaged StudentsAnthony MilanowskiValue-added estimates of teachers’ contributions to student achievement have been criticized for bias relating to the sorting of students to classrooms. More recently, research has raised the possibility that sorting leads to differences in practice evaluation ratings between teachers of more or less disadvantaged and/or higher- and lower-achieving students. Adjusting observation ratings for the relevant characteristics of teachers’ classrooms has been proposed as a remedy, analogous to how value-added teacher effectiveness estimates are developed. However, the appropriateness of adjustment depends on the cause of observed differences in average ratings and the use of the ratings. Potential causes include rater bias rubric deficiency, differences in teacher skills and beliefs, and true differences in difficulty of teaching groups of students. The appropriateness of adjustment given these causes and typical uses of the ratings is discussed as well as research needed to identify the influence of the causes.https://doi.org/10.1177/2332858416685550
collection DOAJ
language English
format Article
sources DOAJ
author Anthony Milanowski
spellingShingle Anthony Milanowski
Lower Performance Evaluation Practice Ratings for Teachers of Disadvantaged Students
AERA Open
author_facet Anthony Milanowski
author_sort Anthony Milanowski
title Lower Performance Evaluation Practice Ratings for Teachers of Disadvantaged Students
title_short Lower Performance Evaluation Practice Ratings for Teachers of Disadvantaged Students
title_full Lower Performance Evaluation Practice Ratings for Teachers of Disadvantaged Students
title_fullStr Lower Performance Evaluation Practice Ratings for Teachers of Disadvantaged Students
title_full_unstemmed Lower Performance Evaluation Practice Ratings for Teachers of Disadvantaged Students
title_sort lower performance evaluation practice ratings for teachers of disadvantaged students
publisher SAGE Publishing
series AERA Open
issn 2332-8584
publishDate 2017-01-01
description Value-added estimates of teachers’ contributions to student achievement have been criticized for bias relating to the sorting of students to classrooms. More recently, research has raised the possibility that sorting leads to differences in practice evaluation ratings between teachers of more or less disadvantaged and/or higher- and lower-achieving students. Adjusting observation ratings for the relevant characteristics of teachers’ classrooms has been proposed as a remedy, analogous to how value-added teacher effectiveness estimates are developed. However, the appropriateness of adjustment depends on the cause of observed differences in average ratings and the use of the ratings. Potential causes include rater bias rubric deficiency, differences in teacher skills and beliefs, and true differences in difficulty of teaching groups of students. The appropriateness of adjustment given these causes and typical uses of the ratings is discussed as well as research needed to identify the influence of the causes.
url https://doi.org/10.1177/2332858416685550
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