Discusses the limited applicability of traditional evaluation methods for elementary and secondary school teachers engaged in the field of fine and performing arts. Explores the use of traditional evaluation in the context of music education and addresses the future need for more reliable approaches to music teacher evaluation. (SLD)

The concerns postmodernists have about evaluations, especially in education, are explored. Postmodernist and standards-based perspectives on evaluation are described, and specific questions about the role of postmodernism in evaluation are addressed from a standards-based perspective. (SLD)

Uses a dialogue format to critique the arguments of W. Roth and M. Tobin for a radical departure from traditional conceptions and discussions of teacher evaluation. Makes the case that before considering radical new approaches, evaluators should understand strengths and weaknesses of existing models. (SLD)

Responds to the criticism offered by M. Scriven of the call for a radical new approach to teacher evaluation made by M. Roth and K. Tobin, noting that more builders of evaluation theory are needed, especially builders of theory that can be useful as the starting point for change. (SLD)

Describes an approach used to determine some university faculty annual raises. Describes faculty assessment information and tabular summaries made from this information. Also reviews the annual evaluation procedure by a faculty review team and the department head and shows how faculty raise allocations are determined. (SLD)

Explored the perceptions of 12 teachers of the support available to them for professional development and the benefits and pitfalls for professional growth of a learner-centered teacher evaluation system. Teachers acknowledged support available, believed that the proposed teacher evaluation system offered opportunities for growth, but showed were…

Studied teacher perceptions of appraisal (teacher evaluation) in a sample of 527 elementary school teachers in Hong Kong who were evaluated by the principal or senior teaching staff. The appraiser-appraisee combination did make a significant different in teacher perception of the purposes and appropriateness of the appraisal. (SLD)

When funding for the federal research and development center, which was created to promote improved evaluation in the schools, was discontinued, members and participants in the annual National Evaluation Institute formed a new organization, the Consortium for Research on Educational Accountability and Teacher Evaluation (CREATE). Interested…

Outlines seven shortcomings of portfolios for purposes of teacher evaluation and discusses the advantages of teacher dossiers, which are easier to judge, demonstrably reliable, and cost effective. Dossiers are more compact, processed, and usable for judges of teacher quality. (SLD)

Studied the psychometric quality of the National Board for Professional Teaching Standards Early Childhood/Generalist assessment system through a FACETS analysis of tests from 596 candidates. In general, results indicate that the assessment system is functioning quite well, and overall, most candidate rating profiles show consistent performance…

Studied teacher evaluation practice in 27 North Carolina school districts 14 years after the initial implementation of the North Carolina Teacher Appraisal System. Findings show more inconsistencies in practice and less support for the system than would be desirable. (SLD)

The "Journal of Personnel Evaluation in Education" announces the establishment of a new section, "The Practitioner's Corner," a section that will provide the opportunity for practitioners from many educational environments to share information about issues, controversies, and programs in personnel evaluation that reflect practice. (SLD)

Psychometric considerations that must be addressed in planning a faculty evaluation system for higher education are discussed. Constructing a framework for evaluation is reviewed through the example of evaluation of instructional competence, research productivity, and professional service. (SLD)

Criticisms of teacher evaluation as it is practiced are analyzed, and new directions are proposed for realizing the potential of teacher evaluation in improving instruction. Failure to provide feedback accompanied by substantive and practical suggestions has prevented improvement and reduced teachers' internal motivation. (SLD)

Analyzes the contents of "Journal of Personnel Evaluation in Education" (JPEE) since its inception in 1987. Concludes that the JPEE has published a comprehensive array of evaluation theory and practice articles, and that the journal is highly oriented toward teacher evaluation and dominated by U.S. authors. (Author/SLD)