Determining the Validity and Efficacy of Using Student Survey Results to Improve the Teacher Evaluation Process

The use of student surveys as a component of the teacher evaluation process is increasing throughout the country. The purpose of this study was to examine the validity and efficacy of using student survey results to enhance the teacher evaluation process. This study investigated the relationship bet...

Full description

Saved in:
Bibliographic Details
Main Author Burgess, Kelly J
Format Dissertation
LanguageEnglish
Published ProQuest Dissertations & Theses 01.01.2014
Subjects
Academic Achievement
Administrator Evaluation
Classroom Observation Techniques
Data Analysis
Definitions
Educational administration
Educational evaluation
Educational leadership
Educational Resources
Grade 6
Growth Models
Learner Engagement
Outcomes of Education
Personnel Evaluation
School administration
Student Surveys
Teacher Effectiveness
Teacher Evaluation
Teaching Methods
Technical Education
Urban Schools
Value Added Models
Online AccessGet full text

Cover

More Information
Summary:The use of student surveys as a component of the teacher evaluation process is increasing throughout the country. The purpose of this study was to examine the validity and efficacy of using student survey results to enhance the teacher evaluation process. This study investigated the relationship between the results of student surveys and teacher effectiveness as measured by the Educator Value Added Assessment System (EVAAS). The sources for this study were teacher effectiveness composites from EVAAS, student survey results from students in grades 4-8, teacher survey results and feedback from a school administrator focus group in a medium-sized urban school district. The quantitative data were analyzed using Pearson product-moment correlation, R-square analysis and ANOVA. The results showed statistically significant correlations between the teacher effectiveness composites and the students’ perceptions from the surveys in grade levels that were not at transition years. The results also indicated that the surveys measure individual domains of teaching rather than one overarching domain of teaching in its entirety. Correlation analysis showed a significant statistical finding in these areas: the student survey domains of “Expectations & Rigor” and “Pedagogical Effectiveness” are predictors of EVAAS teacher effectiveness composites. Results of teacher surveys and administrator focus group were analyzed using qualitative methods and indicate that teachers and administrators perceive the student survey results to be valid. Teachers indicate that they are likely to change their teaching behavior as a result of the feedback from the student surveys. Additional research is needed to validate and expand upon these findings.
ISBN:9781321994193
1321994192