Combinación de mediciones de la práctica y el desempeño docente: consideraciones técnicas y conceptuales para la evaluación docente

Reform efforts in education systems in the United States and other countries place increasing emphasis on the promise of teacher evaluation systems to help complement traditional school-level accountability in improving classroom instruction and student learning. This paper offers a review of the key conceptual and methodological issues faced in measuring a construct as complex and multidimensional as teacher quality or effectiveness in the context of high-stakes accountability policies. The common methods of assessing teacher practice and performance are reviewed, along with approaches for using these different indicators in combination for formative and summative evaluation purposes. The focus here is on the validity of the inferences about teacher effectiveness that can be derived from these information sources, and the implications and potential consequences for education policy and the practice of implementing these systems in the field.