Test scores unreliable measure

By Julia E. Koppich

Teacher quality is key to student achievement. But how does one measure the quality of teachers?

Relying largely on work by University of Tennessee Professor William Sanders, some say, "Use students' scores on standardized tests." Indeed, Sanders shows statistically what parents know intuitively: Teachers matter. Some teachers get consistently high student test scores, regardless of their students' backgrounds.

So why not use student test scores to evaluate teachers?

First, drawing conclusions about teacher effectiveness requires several years of scores on the same test. This means ineffective teachers can be teaching for years before they are helped or moved out of the classroom. And in states that change tests often, such as California, using test scores for teacher evaluation isn't even possible.

Second, not even the best test (and many are not very good) can pinpoint the source of improvement. Did students' math scores go up because of math class or because the science teacher used math in her lessons? Did writing scores improve because the English teacher assigned compositions or because students wrote term papers in history?

Third, test scores alone don't explain why some teachers' students consistently score high. What is it about their teaching that makes the difference?

A more effective approach? Peer review.

In districts such as Toledo, Cincinnati and Columbus, Ohio; Rochester, N.Y.; and Poway, Calif., teachers define good teaching based on rigorous standards of professional practice - "what works" to improve learning. They identify teachers in trouble and provide assistance, without waiting years for test scores. When help doesn't result in improvement, they make sure ineffective teachers are no longer teaching. And these efforts are endorsed by both the American Federation of Teachers and the National Education Association.

Teacher evaluation should not be a game of "gotcha." It should be a serious effort to improve teacher quality and ensure that only competent teachers are in classrooms. Peer review meets the test.

Julia E. Koppich is a San Francisco-based education consultant.

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