D.B.A.  Baker College (Michigan), 2020.
Specialization:  Educational evaluation; Education policy; Educational tests & measurements

Educators' perceptions about the use of student standardized test scores as the basis for teacher evaluations
113 pages. UMI #: 2430673449
Citation, Abstract & Full text in ProQuest Dissertations & Theses Database

Many elected officials recognize the significance of reforming the public education system. The current and most momentous discussions in public school reform are student growth assessments and teacher evaluations. Today, there is a movement to increase awareness about the necessity to prepare students for the college readiness standards. Typically, college readiness is measured by standardized assessments of students. Several states have mandated a student growth component as a requirement for the teacher evaluation process. This dissertation was an evaluation of educators’ perceptions about the role of student assessment scores from standardized tests plays in the teacher evaluation process. This study used a qualitative case study methodology and open-ended questions to interview educators. Interview questions asked about participants’ experience with the performance review process within their school district, what type of framework the school relied on to create the appraisal, the weight placed on students’ test scores in developing the evaluation process, the teachers’ perceptions about the amount of influence that the scores exerted on the entire evaluation process, and how their motivation was affected by the evaluation process experience. Data were analyzed by identifying themes derived from the interviews. To future researchers, this study may serve as a baseline for studying how student growth impacts a teacher’s career. This study may also serve as a reference for examining potential teacher retention rates in relation to the evaluation process. In addition, the data derived from this study add relevant and enlightening information to the existing sparse literature regarding the subject of using student standardized test scores as a significant qualifying component for the teacher evaluation procedure.

• Bernice Folz, Ph.D., Chair
• John Vinton, Ph.D.
• Susan Cathcart, Ph.D.