Teacher and headteacher assessment, feedback, and continuing professional development: the Mexican case

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2023-05-17 DOI:10.1080/0969594X.2023.2212874

Artemio Arturo Cortez Ochoa, S. Thomas, Israel Moreno Salto

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引用次数: 1

Abstract

ABSTRACT Teacher and headteacher assessments and professional development are deemed critical levers for improving quality education in an increasing number of countries and contexts. However, prioritising improvement is not always evident, given that sometimes those subjected to assessments are not effectively informed about their performance (e.g. from national teacher examinations) or how to improve their work via feedback. This paper explores the bridging role of feedback concerning teacher and headteacher assessments and continuing professional development in the Mexican context, where scarce research exists. This mixed-methods research contributes evaluation evidence of Mexico’s 2013–2018 education reform, including high-stakes staff assessments and individual feedback reports. Survey data from 122 primary school teachers and headteachers and thirteen interviews with teachers, headteachers and policymakers indicate the feedback report made it difficult to distinguish between poor and proficient performance and identify strengths and weaknesses. Challenges regarding suitable continuing professional development following assessment feedback are put forward.

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教师和班主任评估、反馈和持续专业发展:墨西哥案例

在越来越多的国家和环境中，教师和校长的评估和专业发展被认为是提高教育质量的关键杠杆。然而，考虑到有时那些接受评估的人没有有效地了解他们的表现(例如从国家教师考试中)或如何通过反馈来改进他们的工作，优先改进并不总是显而易见的。本文探讨了墨西哥背景下关于教师和校长评估和持续专业发展的反馈的桥梁作用，在那里缺乏研究存在。这种混合方法研究为墨西哥2013-2018年教育改革提供了评估证据，包括高风险的员工评估和个人反馈报告。对122名小学教师和校长的调查数据以及对教师、校长和政策制定者的13次访谈表明，反馈报告难以区分不良和熟练的表现，也难以确定优势和劣势。在评估反馈后，提出了适当的持续专业发展的挑战。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.