Doctoral Dissertations

David L. Cook

Date of Award

3-1985

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Educational Administration and Supervision

Major Professor

Gerald C. Ubben

Committee Members

Michael Rush, Frederick Venditti, Michael Hannum

Abstract

The problem of this study was the need for a more objective method of evaluating classroom teachers. Specifical ly, the basic problem centered around the question 'as to whether standardized achievement tests in education could be used for teacher evaluational purposes. If yes, then what procedure or steps should be developed and followed to incorporate student achievement test data into the evaluational process? The purpose of this research was to determine how best standardized achievement tests can be utilized in assessing a classroom teacher's effectiveness.

The study used achievement test data for fifth grade students within the Blount County School System (Tennessee) for a two year time period, 1982-83 and 1983-84. Fifth grade achievement test data in the academic areas of reading, math and language arts, third grade achievement data from the same areas, and fourth grade school ability data for students enrolled in the fifth grade during the two year period were utilized in this study. Approximately 1,200 students and 50 classroom teachers in each academic area were subjects for this study.

It is possible and quite feasible to objectively evaluate teachers from student achievement data was the primary conclusion of this study. Adjusted mean scale scores were used to rank classroom teachers based upon these scores. An analysis of covariance was used to initially adjust fifth grade scores to a constant ability level. The analysis used third grade data and fourth grade school ability data as independent variables. The scores were then subjected to the Henderson Best Linear Unbiased Prediction (BLUR) procedure to correct for the regression to the mean problem. Rankings of teacher effectiveness were developed for both single year periods and for a composite, two year time period.

The subjectivity of past and current teacher evaluation methodology has been attacked by many individuals both within and outside the field of education. This research project directly attacked this problem and has resulted in the creation of a design to utilize standardized achievement data to objectively evaluate classroom teaching. This design could help to bring the manpower evaluation practice in education into closer alignment with the methodology practiced by the business segment of our society.

Download
Files over 3MB may be slow to open. For best results, right-click and select "save as..."

Share

COinS