Title

Measuring teachers’ effects on K-12 learning.

SelectedWorks Author Profiles:

W. Steve Lang

Document Type

Article

Publication Date

2004

Date Issued

2004-01-01

Date Available

2011-11-08

Abstract

Accreditation and program approval requirements nationwide require the assessment of teachers’ knowledge, skills, and dispositions, as defined in national and state standards of the profession. They continue to require that the result of teachers’ instruction on children’s learning be assessed, as well, so that all children learn. It is this bottom line result that is the focus of this paper, which explores implementation strategies for measuring the impact or effect on student learning that teachers have. Stated in simpler terms, this article discusses measures of teacher effectiveness that track systematically K-12 student progress as part of a larger assessment system that looks at all four elements – knowledge, skills, dispositions, and impact.

Comments

Abstract only. Full-text article is available only through licensed access provided by the publisher. Published in Florida Association of Teacher Educators Journal. 1(4), 59-66. Retrieved from: http://www.fate1.org/journals/2004/lang.pdf

Language

en_US

Publisher

Florida Association of Teacher Educators

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.