Exhorts evaluators to perform better evaluations and cautions the would-be users of evaluation studies about using tools of performance measurement based on analyses performed by nonusers. (JF)

Identifies several problems inherent in developing valid and reliable evaluative criteria for group performances and suggests some practical ways for dealing with these problems. (MH)

This document is divided into three sections: a rationale and plan for faculty evaluation, professional data outline, and criterion for faculty evaluation. The first section develops a rationale for evaluation and indicates three levels of assessing performance: proficiency, competence and incompetence. The professional data outline indicates…

That a principal's productivity can be measured is one of the author's basic beliefs. He advocates a process of evaluation by objectives. (Editor)

In order to evaluate on-the-job physician performance, four different composite scores were derived from different weightings of 80 criteria. Weights were assigned both objectively, through statistical methods, and subjectively, based only upon personal judgment. Comparing these results with scores based upon appraisal of the individual by other…

The growing dissatisfaction with present approaches to teacher education, the availability of increasingly analytic tools in teacher education, and the demand for greater accountability in education generally have given rise to the concept of performance-based criteria for teacher certification. Central to the question of performance-based…

Evaluation of the principal is in great demand in this era of accountability. The author suggests that principals take an offensive position by developing their own evaluative criteria. (Editor)

This paper assesses teacher evaluation policies and practices operant in First Class School Districts in the state of Washington. The data, submitted from mailed questionnaires, deal with a district's assessment policy and specifically include concerns relating to evaluative personnel, procedures, and an evaluative instrument or model.…

Any particular teaching performance is limited by time and place and must be regarded as only a small sample of the large collection of activities called teaching. Evaluation is part of teaching, but it may also be a separate activity carried on by a third party. Evaluation methods differ according to the purpose, whether for guidance of…

Discusses various systems models and examines the conditions under which one educational system can be said to be better than another. (WM)

Competency based teacher education has been defined in various ways, but there is general agreement on at least two basic elements. The first essential characteristic is the specification of teacher competencies which form the basis of the entire program. The second is the design of assessment techniques directly related to the specific…

Work samples are commonly used to aid in the assessment of a client's potential for functioning in various competitive occupations. To determine an individual's position relative to a particular reference group the most commonly used norms are those based on scores of other clients who have performed a specific work sample, and performance scores…

The concept of accountability, or fixing responsibility for outcomes in education, is not new. As far back as 1912, administrators were responding enthusiastically to the idea of assessing teacher performance by objective criteria. Currently, the focus of the accountability movement is on evaluation. An evaluation procedure that would assist in…