The evaluation framework developed by the committee is structured around eight sets of questions based on hypotheses about the way a program for certifying accomplished teachers might improve teaching:
1. Specification of the Content Standards and Development of the Assessments: To what extent does the certification program for accomplished teachers clearly and accurately specify advanced teaching practices and the characteristics of teachers (the knowl edge, skills, dispositions, and judgments) that enable them to carry out advanced practice? Does it do so in a manner that supports the development of a test that is well aligned with the content standards?
2. Technical Characteristics of the Assessments: To what extent do the assessments associated with the certification program for accom. plished teachers reliably measure the specified knowledge, skills, dispositions, and judgments of candidates and support valid interpretations of the results? To what extent are the performance Standards for the assessments and the process for setting them justified and reasonable?
3. Participation: To what extent do teachers participate in the program?
4. Impact on Outcomes for Students: To what extent does the advanced-level certification program identify teachers who are effective at producing positive student outcomes, such as learning, motivation, school engagement, breadth of achievement, educational attainment, attendance, and grade promotion?
5. Impact on Participating Teachers’ Professional Growth: To what extent do teachers improve their practices and the outcomes of their students by virtue of going through the advanced-level certification process?
6. Impact on Teachers’ Career Paths: To what extent and in what ways are the career paths of both successful and unsuccessful candidates affected by their participation in the program?
7. Impact on the Education System: Beyond its effects on candidates, to what extent and in what ways does the certification program have an impact on the field of teaching and the education system?
8. Cost-effectiveness: To what extent does the advanced-level certification program accomplish its objectives in a cost-effective manner, relative to otheThe NBPTS has been the topic of much discourse in the measurement, teacher education, and education policy literature; nearly 200 articles discuss the board’s work. However, the majority of these documents do not report on empirical research, and only a handful yield valid findings related to the questions in our charge. Thus, we relied on an evidence base that was neither broad nor deep, which we supplemented with additional investigations.
With these investigations and some concrete efforts of practice, we can do the evaluation work better and better and serve ourselves in the future as well.
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