Preface
Acknowledgments
1. What Underlies the Tightening of Today's Teacher-Evaluation Programs?
A Federal Vision of Teacher Evaluation
Chapter Implications for Three Audiences
2. Human Judgment: Needed or Not?
What about the Evaluation of Teachers?
Judgment-Requisite Choices
Chapter Implications for Three Audiences
3. Defensible Teacher Evaluation
Why Use a Weighted-Evidence Judgmental Approach to Teacher Evaluation?
A Weighted-Evidence Judgment Evaluative Survey
Chapter Implications for Three Audiences
4. Evidence from Standardized Tests
A Psychometric Blessed Trinity
Standardized Test- Two Tribes, Two Tasks
Traditional Test-Building and Its Off-Task Allure
The Origins of Traditional Educational Testing
Dealing with Effective Instruction
Ensuring Score-Spread from the Get-Go
Instructional Sensitivity as a Requisite
Evidential-Weight Guidelines
Chapter Implications for Three Audiences
5. Evidence from Classroom Assessments
Staking Out the Nature of "Classroom Assessment"
A Quest for Evidence of Student Growth
Formative and Summative Applications
Enhancing the Quality of Classroom-Assessment Evidence
Evidence of a Teacher's Instructional Ability
The Traditional Psychometric Triplets
Following Test Development, Improvement, and Scoring Rules
Have Teachers Played it Straight?
Evidential-Weight Guidelines
Chapter Implications for Three Audiences
6. Evidence from Classroom Observations
What's Distinctive about Classroom Observations?
Observations Versus Ratings
Playing the Odds: Observation of Instructional Means
An Observational Reality: The Mysterious Middle Group
Getting the Most Evaluative Mileage Out of Classroom Observation Evidence
Two Widely-Used Observation Procedures
Danielson's Framework for Teaching
Evidential-Weight Guidelines
Chapter Implications for Three Audiences
7. Evidence from Ratings
Rooting Around with Ratings
Evidential-Weight Guidelines
Chapter Implications for Three Audiences
8. Evidence from Sundry Sources
Alternative Sources of Evidence for Evaluating Teachers
Changes in Students' Affect
Opportunity-to-Learn Student Surveys
Augmentation or Obfuscation?
Evidential-Weight Guidelines
Chapter Implications for Three Audiences
9. Mission Possible?
Weighted-Evidence Judgment of Teachers: A Reprise
Chapter Imlpications for Three Audiences
Index