Current interest in the topic of teacher evaluation indicates a need for better evaluation techniques. The methodological problems in teacher evaluation are explored through a discussion of audiences, models, sources for data, and modes of reporting. Directions for development by researchers and practitioners are presented. (DF)

This study estimated the cost effectiveness of a teacher career ladder reform program. An innovative multiple data source teacher evaluation system was used. Teacher time and dollar costs ranged considerably for different data sources and individual teachers; the annual dollar cost of providing eight data sources was $44.70 per teacher. (JD)

The views of teachers on evaluation practices were surveyed through interviews of or questionnaires to 228 teachers in Utah and Florida. The four practices focused on were principal visits, student reports, achievement test scores, and peer evaluations. Results are detailed and observations are made. (MT)

This article reviews major investigations that utilized discourse analysis as the method to examine classroom interactions. Discourse analysis is proposed as a valuable technique for educational evaluation. Included in the review are discussions of Bellack's teaching cycles, Sinclair and Coulthard's classroom discourse system, and Mehan's…

This paper emphasizes that good teacher-evaluation systems must vary in the kinds of data sources that are used for each teacher within the same personnel-evaluation system. Presents a literature review that shows such variable data systems are technically defensible. The paper examines variable data sources in relation to the "Personnel…

Seven preservice teachers were recorded on audiotape and videotape while presenting in the classroom, then rated using the Classroom Procedures Evaluation Form and an adjective checklist. Results indicated that, when composite measures were correlated, evaluations of teaching under audio and video conditions yielded somewhat similar results. (SM)

The concurrence between preservice teachers' self-evaluations and the ratings of their supervisors was investigated, after both student teachers and supervisors completed training designed to facilitate self-assessment and collegiate relationships. Self-reports of the trained teachers were in moderate agreement with ratings of supervisors. (PP)