Comparison of criteria on teacher evaluation instruments to effective teaching research evaluation criteria
The purpose of the study was to determine if teacher appraisal instruments used in Indiana public schools contained teacher performance criteria identified by teaching effectiveness researchers. Student scores from the 1986 Indiana Basic Competency Skills Test were examined to determine the relationship to the use of teaching effectiveness criteria on teacher evaluation instruments, per pupil expenditure, and other selected variables.A questionnaire was mailed to each Indiana public school superintendent along with a request to return the teacher evaluation instrument currently being used. Each evaluation instrument was judged to determine the percent of teacher evaluation criteria matching the twenty effective teaching criteria identified by Manatt and Stow. Data obtained from the questionnaire and teacher evaluation instruments were analyzed using frequency tabulations, percentages, and statistical treatment. The Spearman Rank Order of Correlation and the Kruskal-Wallis one-way analysis of variance were used to determine significance between student test scores, effective teaching criteria and selected variables. P=<.05 was used as the statistical measure to determine the level of statistical significance.Among others, the following conclusions were drawn:1. There is no significant difference between student achievement scores on the Indiana Basic Competency Skills Test and school corporations having a higher or lower percentage of research-based criteria on teacher evaluation instruments, except in 6th grade Math.2. There is no significant difference between student achievement scores and school corporations spending more or fewer dollars per pupil.3. Students from school corporations with larger student enrollments score significantly lower on the Indiana Basic Competency Skills Test.