Pridėtinės vertės įvertinimas kaip mokytojo rezultatų gerinimo priemonė : kritinė dabartinių tendencijų apžvalga

LTStraipsnyje apžvelgiama mokslinė literatūra apie pridėtinės vertės įvertinimo statistinį modelį. Apibūdinama modelio sandara, aptariamos iškilusios modeliavimo problemos ir pridėtinės vertės įvertinimo panaudojimo pasekmės. Tyrimas parodė, kad pridėtinės vertės įvertinimo metodas nėra pakankamai pagrįstas ar ištirtas ir vertinant mokytojų darbą juo reikėtų naudotis su išlygomis. [Iš leidinio]Reikšminiai žodžiai: Mokytojų vertinimas; Pridėtinė vertė; Mokėjimas pagal veiklos rezultatus; Atlyginimas už nuopelnus; Mokytojų atlyginimai; Teacher evaluation; Value-added assessment; Performance-based pay; Merit pay; Teacher salary reform.

ENResearch during the last decade has reinforced the notion that teachers are the most important inschool variable affecting student achievement. Not surprisingly, there has been increased interest in providing pay incentives for teachers whose students do well. Teacher evaluations and performance-based pay schemes using value-added assessment instruments are also present in the latest Lithuanian government action plan approved by Parliament in 2008. There have been significant developments in attempts to use value-added (VA) assessment instruments that link student performance to individual teachers. Proponents have created a variety of statistical models that purport to separate the effects of teachers and schools from the effects of demographic, socioeconomic and other factors. Critics argue that it is not possible to separate these effects, and therefore the statistical models arc not valid instruments to be used for high-stakes decisions, such as salary increases and job promotions. The use of standardized, norm-referenced tests as a sole measure of student achievement is also questioned, since it does not reflect the holistic nature of teaching and learning. Furthermore, numerous research studies have shown that student achievement did not improve when VA assessment methods were used. Researchers have noted that VA assessment models: 1) are based on faulty theoretical assumptions and are not sufficiently tested; 2) do not take into account motivational theories that apply to educators; 3) undermine teamwork and introduce detrimental competition; 4) do not offer equal opportunities for all teachers to vie for financial bonuses. However, VA assessments can be useful when used as diagnostic instruments or in conjunction with other methods of teacher evaluation. [From the publication]