Measures Of Effective Teaching Research Paper

Measures Of Effective Teaching Research Paper-30
Most important are students' perception of a teacher's ability to control a classroom and to challenge students with rigorous work.Appended are: (1) Sample 8th Grade BAM Item; and (2) Example from Stanford 9 Open-Ended Reading Assessment.In fall 2009, the Bill & Melinda Gates Foundation launched the Measures of Effective Teaching (MET) project to test new approaches to measuring effective teaching.

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(Contains 1 figure, 11 tables and 14 footnotes.) [For "Learning about Teaching: Initial Findings from the Measures of Effective Teaching Project.

There is a growing consensus that teacher evaluation in the United States is fundamentally broken.

And those looking to seriously nerd out: watch for the full data sets, which Gates will be making available to other researchers in coming months.

The Measures of Effective Teaching (MET) project was designed to help teachers and school systems close the gap between their expectations for effective teaching and what is actually happening in classrooms.

The project was funded by the Bill & Melinda Gates Foundation.

Measures of Effective Teaching project researchers collected data on five different measures of effective teaching: The National Education Policy Center, with funding from the Great Lakes Center for Education Research and Practice, completed four reviews of the MET Project. Rothstein from the University of California Berkeley, former chief economist at the U. Department of Labor, reviewed the initial report of the MET Project for the Think Twice think tank review project.

Many states and school districts are looking to reinvent the way they do teacher evaluation and feedback, and they want better tools.

With the help of nearly 3,000 teacher-volunteers, the Measures of Effective Teaching (MET) project is evaluating alternative ways to provide valid and reliable feedback to teachers for professional development and improvement.

Though the MET analysts concede that the best model of effectiveness tests, they assert that the combo approach—which attaches lower percentages to test gains and higher to observations and student surveys—“demonstrated the best mix of low volatility year to year and ability to predict student gains on multiple assessments” (the latter referring to supplemental assessments described as “cognitively challenging”).

This is where disagreement about the study commences: Jay Greene (no fan of the MET study) argues that because metrics like classroom observations don’t make the measure significantly more predictive (simply more reliable), but carry hefty price tags, we should be very wary of their inclusion.

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