Exploring the Implementation of Value-Added Teacher Evaluation Policy in Colorado
The value-added model emphasizes the measurement of value increments ordec-rements,enhancing the discriminability and motivational impact of evaluations,and has become the mainstream approach in international teacher assessment.However,as a forerunner in refor-ming value-added teacher evaluation models,Colorado in the United States encountered substan-tial obstacles in implementing associated policies.Challenges encompassed intricate evaluation criteria,compromised teacher interests,and partisan conflicts,resulting in partial policy ineffec-tiveness and considerable resistance to implementation.To remedy the deficiencies in value-add-ed teacher evaluations,the Colorado government adapted the model and implemented correspond-ing measures in practice.Drawing insights from the teacher evaluation reform in Colorado,it is essential to be vigilant against an over-reliance on data-driven evaluation thinking.There should be a focus on streamlining teacher evaluation methods and procedures,integrating specialized guidance from third-party educational evaluation institutions,and considering school experiences and viewpoints in formulating policies and evaluation standards.
国家科技期刊平台
NSTL
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