Hube’s Cube criticizes a Delaware plan, just approved by the state booard of education, to use student test scores in reading, writing and math to evaluate teachers — no matter what subject they teach. Hube quotes a letter to the editor from Christian Koot:
To base assessment of teaching effectiveness on the state’s tests, which are not given to each student each year, is misguided.
How does one judge which teacher failed if a third-grader does not pass the test: the first-, second- or third-grade instructor? Moreover, if a large percentage of teacher performance is tied to students’ scores on the state examination, then what will prevent teachers from understandably deciding to avoid jobs in challenging districts where students tend to do poorly on exams?
Student test scores would make up 20 percent of the evaluation.
“Value-added” analysis, which looks at how a teacher affects students’ rate of progress, makes it possible to evaluate teachers using student scores. But most states don’t track individual students over time. Using raw scores really will punish teachers who choose difficult assignments.