Why Applying Engineering Design Principles and Methods to Improve Teacher Evaluation Systems May Not Produce Desired or Expected Results: A Response to Kersting’s Engineering Teacher Evaluation Commentary
by Amanda R. Bozack & Amy E. Thompson - August 23, 2014
Recently Nicole Kersting wrote a commentary suggesting that teacher evaluation design could benefit from being modeled after engineering design principles. She indicated that a systematic approach to design, coupled with continuous improvements, could make systems stronger and less political. This response addresses several of her assumptions and argues that an engineering approach to improving teacher evaluation systems may not produce desired or expected results.
To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: