Abstract
Schools strive to raise student achievement by improving teacher
quality. In turn, teacher quality can be improved by evaluating
teachers, assessing their needs for professional development and
by making them answerable for quality in teaching learning
processes in schools. It is for this reason that National
Education Policy (2009) of Pakistan puts a clear emphasis on
judging teachers for the quality of their performance. With a
review of this policy underway and the new policy may coming
into effect anytime soon, it becomes paramount that teacher
evaluation is looked at in global perspectives to draw lessons
from. This article summarizes teacher evaluation practices in
select OECD and non-OECD countries with the primary
objective of informing policy options around teacher evaluation
as stipulated in NEP 2009. The article also presents a snapshot
of empirical evidence around developmental and high-stakes
methods and approaches of evaluating teachers including a
synthesis of evidence on Value Added Models. The article posits
that finding an appropriate blend of the developmental and highstakes means with a more focus on the former in any teacher
evaluation regime should be based on rigorous research in
indigenous settings.
Gulab Khan, Asif Khan, Sajjad Hussain , Nasir Shaheen. (2017) Teacher Evaluation: Global Perspectives and Lessons for Pakistan , The Dialogue, Volume 12, Issue 3.
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