Most teachers believe their REACH evaluation relies too heavily on student growth and question the fairness of the growth assessments¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2017: local conditions change quickly

Subclaims¶

q2 i? Sixty-five percent of teachers agreed or strongly agreed their evaluation relies too heavily on student growth, and only half said the assessments used to measure student growth are fair assessments of their students' learning. → Jiang 2014

Evidence¶

Jiang 2014¶

Jiang, J. (2014). Teacher Evaluation in Practice: Year Two Teacher and Administrator Perceptions of REACH. University of Chicago Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/teacher-evaluation-practice-year-2-teacher-and-administrator-perceptions-reach

q2 · i? · associational · r?

Teacher survey in the year-two REACH brief; student growth accounted for up to 25 percent of a teacher's REACH rating in 2012-13 and 2013-14. "65 percent of teachers" saw too much weight on growth and only half judged the growth assessments fair.

"When asked if their evaluation relies too heavily on student growth, 65 percent of teachers agreed or strongly agreed. Moreover, only half of teachers said the assessments used to measure student growth are fair assessments of their students' learning"

Discussion¶

Related Claims¶

• Teacher and administrator perceptions of REACH changed little between Year 2 and Year 3 of implementation — related
• Teachers view classroom observations as a fair way to evaluate their performance but largely reject student growth measures as unfair — related
• Teachers rated classroom observation scores as the most accurate REACH measure of teaching effectiveness and value-added measures as the least accurate — related
• A majority of teachers believed REACH relied too heavily on standardized tests, with special education teachers especially critical — related
• Students report that tests dominate assessment, carry too much weight, and create stress, while extended performance-based assessments offer better opportunities to learn and showcase learning — related
• Majorities of teachers and evaluators question the effort required by REACH, saying it takes more effort than the results are worth — related