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.
Dr. 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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