商业筛选工具能帮助选择更好的教师吗？

IF 2.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Evaluation and Policy Analysis Pub Date : 2022-11-14 DOI:10.3102/01623737221131547

Olivia L. Chi, M. Lenard

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引用次数: 1

摘要

改进教师选拔是提高教师队伍质量的重要战略。随着地区采用商业教师筛选工具，需要证据来了解这些工具的预测有效性。我们研究了Frontline Education的TeacherFit工具与新聘教师成绩之间的关系。我们发现，TeacherFit分数指数增加1 SD与评估分数增加0.06 SD相关。然而，我们也发现有证据表明，TeacherFit分数较高的教师更有可能在第二年离开他们的招聘学校。我们的研究结果表明，TeacherFit不一定能取代人力资源官员进行的更严格的筛选过程，比如最近的研究中记录的筛选过程。

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Can a Commercial Screening Tool Help Select Better Teachers?

Improving teacher selection is an important strategy for strengthening the quality of the teacher workforce. As districts adopt commercial teacher screening tools, evidence is needed to understand these tools’ predictive validity. We examine the relationship between Frontline Education’s TeacherFit instrument and newly hired teachers’ outcomes. We find that a 1 SD increase on an index of TeacherFit scores is associated with a 0.06 SD increase in evaluation scores. However, we also find evidence that teachers with higher TeacherFit scores are more likely to leave their hiring schools the following year. Our results suggest that TeacherFit is not necessarily a substitute for more rigorous screening processes that are conducted by human resources officials, such as those documented in recent studies.

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来源期刊

Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

5.90%

发文量

期刊介绍： Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.