id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
epaa-5024	Ford, Timothy G.; Hewitt, Kim	Better integrating summative and formative goals in the design of next generation teacher evaluation systems	2020	34	.pdf	application/pdf	15965	751	37	Athough many aspects of teacher evaluation systems have ostensibly been improved over recent years, numerous studies reveal that some old, persistent challenges remain: lack of support and/or guidance in the use of teacher evaluation results (Amrein-Beardsley & Collins, 2012; Ford, Van Sickle, Clark, Fazio-Brunson, & Schween, 2017); lack of validity and/or reliability (either real or perceived) of evaluation results (Darling-Hammond et al., 2012; Ford, Van Sickle, & Fazio-Brunson, 2016; Kappler-Hewitt, 2015; Jiang et al., 2015; Longo-Schmid, 2016; Reddy et al., 2017); and evidence of increase in stress and anxiety as a result of engaging in teacher evaluation (Ford et al., 2017; Hewitt, 2015; Holloway & Brass, 2017; Ingersoll et al., 2016; Jiang et al., 2015). The challenge of the next generation of teacher evaluation systems will be to better integrate these two purposes in policy and practice.	cache/epaa-5024.pdf	txt/epaa-5024.txt