首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
The Serious Risks of Rushing New Teacher Evaluation Systems A)One of the primary policy reforms now being employed in states and
The Serious Risks of Rushing New Teacher Evaluation Systems A)One of the primary policy reforms now being employed in states and
admin
2015-07-31
23
问题
The Serious Risks of Rushing New Teacher Evaluation Systems
A)One of the primary policy reforms now being employed in states and districts nationwide is teacher evaluation reform. Well-designed evaluations, which should include measures that capture both teacher practice and student learning, have great potential to inform and improve the performance of teachers and, thus, students. Furthermore, most everyone agrees that the previous systems were not really practical, failed to provide useful feedback, and needed replacement.
B)The attitude among many policymakers and advocates is that we must implement these systems and begin using them rapidly for decisions about teachers, while design flaws can be fixed later. However, we believe this attitude to be unwise. The risks of excessive haste are likely higher than whatever opportunity costs would be brought forth by proceeding more cautiously. Moving too quickly gives policymakers and educators less time to devise and test the new systems, and to become familiar with how they work and the results they provide.
C)Moreover, careless rushing may result in avoidable erroneous high-stakes decisions about individual teachers. Such decisions are harmful to the profession, they threaten the credibility of the evaluations, and they may well promote widespread resistance.
D)Finally, we must not underestimate the costs, financial and otherwise, of making large changes to these systems once they are in place. A perfect example is No Child Left Behind— it had many obvious design flaws that were known early on, but few of these have been corrected, even in states’ NCLB "flexibility" applications.
E)In short, given these risks and the difficulty of fairly and accurately measuring teacher effectiveness, it seems short-sighted to rush into full-blown implementation without ensuring that the new systems are up to the task.
F)To that end, we would like to highlight four issues to which states and districts must pay attention in the short term. The first is that the details of the evaluations, some of which may seem insignificant, in fact matter tremendously. Important choices include(but are not limited to): selecting measures, particularly for teachers in non-tested grades and subjects; reporting evaluation results to educators in a manner that is useful to their practice; ensuring accuracy in state data systems; choosing cut scores(if desired)to separate more and less effective educators; and designing scoring systems that preserve each measure’s intended importance, or "weight". All of these decisions are important, but even a quick glance of states’ new evaluation policies under the waivers(弃权,放弃)or Race to the Top highlights many decisions that contradict what little we know about effective teacher evaluation systems.
G)And, as is often the case with new policies, the flow of research in this area lags far behind the risky pace of policy making. For instance, a large number of states have chosen as their growth models for teacher evaluation a variant on what’s commonly called the "student growth percentile"(SGP)model. However, recent evidence suggests that value-added models can do a better job of leveling the playing field across classes. Similarly, the Measures of Effective Teaching project offered useful guidance for designing evaluation systems, but its results were released after many states and districts had already made these decisions.
H)A second issue is simple bad timing: The implementation of the Common Core standards and new Core-aligned assessments creates serious complications for new teacher evaluation systems. Perhaps the most important of these is that curriculum, standards, and assessments are not yet in sync(同步的,协调的). New York has recently experienced this issue, administering new assessments before teachers have been supported to implement the Common Core through curriculum materials. And, while the stated hope is that the tests, curricula, and standards will perfectly come into adjustment in a few years, if history is any guide this is far from guaranteed.
I)Doing evaluation reform and Common Core implementation at the same time may well be too much for states, districts, and schools to handle. Furthermore, evaluating teachers on the basis of tests that are not in line with what they are supposed to be teaching is a fundamentally invalid use of those data.
J)The third issue is the need for states to avoid being overly prescriptive. Most notably, many schools and districts have well established evaluation systems already in place, and it makes little sense to do away with these systems and force a state-enforced model. Similarly, districts should be given room to experiment with system design and with different ways to use the results for personnel decisions. The state’s optimal role may be to enforce a minimum standard for teacher evaluation, rather than enforcing a particular evaluation model statewide.
K)Fourth and finally, new evaluations—as with any major policy—require significant time and resources to plan and experiment, and there must be substantial capacity building for educators to understand and carry out these systems. Policies should not move directly from the drawing board to high-stakes(高风险的)implementation if the goal is to bring the policies’ effectiveness into full play and minimizing(最小化)their negative unintended consequences. We recommend that schools and districts should have a year for planning and two years of implementation prior to tying ratings to high stakes decisions.
L)We conclude where we began—as two individuals who believe that improved teacher evaluation systems could indeed help elevate teaching and learning in US schools. We are concerned that the overly quick, insufficiently careful manner in which many new systems are being installed threatens their likelihood of success.
M)Put simply, we need to slow down and work to create the best systems possible. Schools and districts in the middle of the design and implementation process should focus on the details of their systems and partner with researchers and other sites to study system effectiveness. In those places where evaluations are already in force, we would strongly advise policymakers to take a step back and consider our suggestions.
N)And, no matter the situation, high-stakes decisions about teachers should not be made on the basis of assessment data collected during Common Core implementation. Doing so is unfair and inappropriate and may cause serious harm.
Erroneous decisions about individual teachers will not only do harm to the profession and the credibility of evaluations but also may evoke considerable resistance.
选项
答案
C
解析
细节归纳题。定位段主要介绍了鲁莽行事有可能会导致对教师做出高风险的错误决定,这不仅会威胁到该职业和评估的可信度,还有可能会引起普遍的抵触情绪。题干中的doharm to相当于原文中的are harmful to;题干中的evoke considerable resistance是对原文中promote widespread resistance的同义转述,故选C)。
转载请注明原文地址:https://jikaoti.com/ti/pP3FFFFM
0
大学英语四级
相关试题推荐
A、Becausehewaslockedupinamentalhospital.B、Becausehehaddifficultiesinwalking.C、BecausehelivedfarawayfromOxfo
A、HehasmasteredGermanperfectlybyhimself.B、HefeelsthatGermannovelprettywell.C、Hewon’tneedteachertoguidehiman
Ifyou’velivedforlonginNewYorkCity,chancesareyou’velivedinseveraldifferentplaces.Onthemapofwherewelivenow
A、Excited.B、Strange.C、Indifferent.D、Anxious.B对话中女士被问及成为公众人物的感受,她说感觉有点怪怪的,故答案为B)。
Readingisanimportantskillthatneedstobedevelopedinchildren.Notonlyisitnecessaryfor【C1】______intheworldofscho
A、Hewasnotsurewhetherthewomanknewherinterestsorexpectation.B、Hewouldliketoknowsomethingfirstbeforegivingsom
A、Printingmoney.B、Determiningstatetaxes.C、Makingtreatieswithforeigncountries.D、Passinglawsaffectingtradebetweenst
Globalwarmingisatrendtowardwarmerconditionsaroundtheworld.Partofthewarmingisnatural;wehaveexperienceda20,00
A、It’shardtolimitaccesstoinformation.B、It’shardtoforbidthefreedomofinformationuse.C、It’shardtogetabalance
SchoolsoutsidecitiesA)Withitssandybeaches,charmingruinsandoccasionallybluewaters,theIsleofWightisaperfectspo
随机试题
关于我国刑事诉讼中起诉与审判的关系,下列哪一选项是正确的?()
对急性阑尾炎诊断最有价值的体征或症状是
A、薏苡仁B、泽泻C、地肤子D、木通E、石韦能清肺止咳的药是()
直径为20mm的管流,平均流速为9m/s。已知水的运动黏性系数v=0.0114cm2/s,则管中水流的流态和水流流态转变的临界流速分别是()。
数字式笔记本电脑,重量5千克(有CPU;有键盘;有显示器)()
腈纶制针织套头衫
案例描述:一个20岁女孩。一日食谱如表1一23所示。 请回答以下问题:针对她的情况,用称重法膳食调查方法是否合适?
《幼儿园管理条例》中规定,具有下列情形之一的单位或者个人,由教育行政部门对直接责任人员给予警告、罚款的行政处罚,或者由教育行政部门建议有关部门对责任人员给予行政处分的是()。
根据下面材料回答问题。2012年末,全国总人口135404万人,出生人口1635万人,人口出生率为12.10‰,比上年提高0.17个千分点;人口死亡率为7.15‰,比上年提高0.01个千分点:人口自然增长率比上年提高0.16个千分点。从
Fireworks,______originatedcenturiesagoinChina,werebroughttoEuropebyMarcoPolo.
最新回复
(
0
)