Perverse incentives? A cautionary tale about coaching evaluation

2020 ◽  
Vol 101 (6) ◽  
pp. 47-51
Author(s):  
Evthokia Stephanie Saclarides ◽  
Sarah Theule Lubienski
Keyword(s):  
School Districts ◽  
Evaluation System ◽  
Cautionary Tale ◽  
Evaluation Tool ◽  
Teacher Improvement ◽  
Urban District ◽  
Instructional Coaches ◽  
Perverse Incentives

Little attention has been given to better understanding how to effectively evaluate the work of instructional coaches. This study by Evthokia Stephanie Saclarides and Sarah Theule Lubienski illustrates how a new evaluation system for coaches was implemented in one mid-size, urban district. They describe two ways in which the Evaluation Tool detracted from the coaches’ work to foster teacher improvement. Furthermore, they provide suggestions for school districts to consider when evaluating their coaches.

scholarly journals Color Image Evaluation for Small Space Based on FA and GEP

2014 ◽  
Vol 2014 ◽  
pp. 1-11
Author(s):  
Li Deng ◽  
Sui-Huai Yu ◽  
Wen-Jun Wang ◽  
Jun-Xuan Chen ◽  
Guo-Chang Liu
Keyword(s):  
Evaluation System ◽  
Frequency Conversion ◽  
Evaluation Method ◽  
Color Image ◽  
Gene Expression Programming ◽  
Image Evaluation ◽  
Evaluation Tool ◽  
Small Space ◽  
Entropy Weight ◽  
Fast Evaluation

Aiming at the problem that color image is difficult to quantify, this paper proposes an evaluation method of color image for small space based on factor analysis (FA) and gene expression programming (GEP) and constructs a correlation model between color image factors and comprehensive color image. The basic color samples of small space and color images are evaluated by semantic differential method (SD method), color image factors are selected via dimension reduction in FA, factor score function is established, and by combining the entropy weight method to determine each factor weights then the comprehensive color image score is calculated finally. The best fitting function between color image factors and comprehensive color image is obtained by GEP algorithm, which can predict the users’ color image values. A color image evaluation system for small space is developed based on this model. The color evaluation of a control room on AC frequency conversion rig is taken as an example, verifying the effectiveness of the proposed method. It also can assist the designers in other color designs and provide a fast evaluation tool for testing users’ color image.

In-training Examinations as Predictors of Resident Clinical Performance

PEDIATRICS ◽  
1989 ◽  
Vol 84 (1) ◽  
pp. 165-172
Author(s):  
Thomas G. Quattlebaum ◽  
Paul M. Darden ◽  
John B. Sperry
Keyword(s):  
Cognitive Skills ◽  
Evaluation System ◽  
Formative Evaluation ◽  
Professional Competence ◽  
Clinical Performance ◽  
Evaluation Tool ◽  
Patient Centered ◽  
Critical Skills ◽  
Level Of Training ◽  
Highly Correlated

Previous attempts to predict resident clinical performance based solely on measures of cognitive skills have been uniformly unsuccessful. For the past 8 years, a formative residency evaluation system has been used that includes yearly comprehensive oral in-training examinations (OITEs) assessing each resident's performance in the three areas of professional competence: cognitive, psychomotor, and affective. The results of these examinations and scores received on the written in-training examination (WITE) given by the American Board of Pediatrics were compared with faculty ratings received during the subsequent year of residency. No significant correlation was found at any level of training between WITE scores and clinical performance. Analysis based on clinical setting did not improve these results. Oral intraining examination scores, however, were highly correlated with clinical performance ratings. In addition, with oral in-training examination scores, the "problem" interns—those whose clinical performance rating placed them in the lower 10% of interns—were predicted with a high degree of significance, sensitivity, and specificity. Predictions based on WITEs were not significant. Simultaneous evaluation of all three areas of professional competence should be done when predictions of resident performance are attempted. The OITE is a powerful formative evaluation tool, providing valuable learning experiences as residents are objectively assessed while they perform patient-centered tasks that represent critical skills in the practice of medicine. It allows early detection and possible amelioration of future problems in the clinical performance of a resident.

scholarly journals Standardizing and Evaluating Transitions of Care in the Era of Duty Hour Reform: One Institution's Resident-Led Effort

2013 ◽  
Vol 5 (4) ◽  
pp. 652-657 ◽  
Author(s):  
Joel C. Boggan ◽  
Tian Zhang ◽  
Chris DeRienzo ◽  
Karen Frush ◽  
Kathryn Andolsek
Keyword(s):  
Evaluation System ◽  
Task Force ◽  
Transitions Of Care ◽  
Program Participation ◽  
Evaluation Tool ◽  
Core Content ◽  
Financial Costs ◽  
Leadership Group ◽  
Time Requirements ◽  
Specific Teaching

Abstract Background Compliance with the Accreditation Council for Graduate Medical Education duty hour standards may necessitate more frequent transitions of patient responsibility. Intervention We created a multidisciplinary Patient Safety and Quality Council with a Task Force on Handoffs (TFH), engaging residents at a large, university-based institution. Methods The TFH identified core content of effective handoffs and patterned institutional content on the SIGNOUTT mnemonic. A web-based module highlighting core content was developed for institutional orientation of all trainees beginning summer 2011 to standardize handoff education. The TFH distributed handoff material and catalogued additional program initiatives in teaching and evaluating handoffs. A standard handoff evaluation tool, assessing content, culture, and communication, was developed and “preloaded” into the institution-wide electronic evaluation system to standardize evaluation. The TFH developed questions pertaining to handoffs for an annual institutional survey in 2011 and 2012. Acceptability of efforts was measured by program participation, and feasibility was measured by estimating time and financial costs. Results Programs found the TFH's efforts to improve handoffs acceptable; to date, 13 program-specific teaching initiatives have been implemented, and the evaluation tool is being used by 5 programs. Time requirements for TFH participants average 2 to 3 h/mo, and financial costs are minimal. More residents reported having education on handoffs (58% [388 of 668] versus 42% [263 of 625], P < .001) and receiving adequate signouts (69% [469 of 680] versus 61% [384 of 625], P  =  .004) in the 2012 survey, compared with 2011. Conclusions Use of a multispecialty resident leadership group to address content, education, and evaluation of handoffs was feasible and acceptable to most programs at a large, university-based institution.

Distributed Accountability: Creating District Systems to Ensure Teaching Quality

2007 ◽  
Vol 17 (4) ◽  
pp. 504-536
Author(s):  
Jennifer Goldstein
Keyword(s):  
Teacher Evaluation ◽  
Distributed Leadership ◽  
Evaluation System ◽  
Teaching Quality ◽  
District Leaders ◽  
Urban District ◽  
Peer Assistance And Review ◽  
Political Implications ◽  
Peer Assistance

Districts play a key and relatively unexamined role in distributed leadership research. This article explores how leadership was distributed through a district structure designed to improve the quality of teaching by improving the quality of teacher evaluation. It examines peer assistance and review, a policy designed to address the key problems of traditional teacher evaluation by allowing administrators and teacher leaders to share accountability for evaluation processes and decisions. The article presents data from a peer assistance and review program in one urban district, detailing how the program distributed accountability for teacher quality across the district organization. The article extends previous work on distributed leadership by showing how the design of shared tasks can effectively distribute accountability. The article also extends previous work on distributed leadership by elucidating the democratic effects of that distribution. As such, the article addresses questions of instrumentality (i.e., how can district leaders design and implement a better teacher evaluation system?) and agency (i.e., what are the political implications of distributing formal authority for teacher evaluation out of the hands of administrators and into the hands of teachers?).

scholarly journals Benchmarking construction industry, company and project performance by participants’ evaluation

2016 ◽  
Vol 23 (7) ◽  
pp. 2092-2108 ◽  
Author(s):  
Sami Kärnä ◽  
Juha-Matti Junnonen
Keyword(s):  
Construction Industry ◽  
Evaluation System ◽  
Client Satisfaction ◽  
Evaluation Method ◽  
Project Evaluation ◽  
Evaluation Tool ◽  
Content Type ◽  
Industry Level ◽  
Joint Research Project ◽  
Project Participants

Purpose The construction industry needs effective methods for gathering and utilizing performance information on industry, company and individual project levels. Such benchmarking (BM) information can be collected from project participants’ bi-directional evaluations of each other’s performance during construction projects. The purpose of this paper is to present the method and discuss the features of a multi-company project evaluation system as a BM tool. Also the accumulated results, based on the extensive BM database in the Finnish construction industry, are investigated. Design/methodology/approach The web-based project evaluation tool was established in 2007 as a joint research project between the Helsinki University of Technology, construction organizations and main associations widely representing the construction industry in Finland. The evaluation method is based on soft, subjective measures, such as client satisfaction and project participants’ satisfaction. The empirical observations of the study are based on over 5,500 evaluations during which the BM system was used in the Finnish construction industry. Findings The use of the evaluation is presented as a multi-level BM tool to evaluate the performance of different discipline groups on project, company and industry levels. The Finnish case shows an example of the industry-level performance BMs of project consultants, main contractors, sub-contractors and architects/designers. The BM categories include project management, staff, collaboration and project goal accomplishment. According to the results, the participants are satisfied with each other’s performance. However, main development targets in the Finnish industry are related to risk management and managing design. Also, the development of sub-contractors’ selection procedures will contribute to the performance of the industry. Research limitations/implications The industry-level feedback is linked to the Finnish construction industry. Similar studies in other countries would enable international comparisons. Practical implications Client satisfaction and project participants’ satisfaction have been identified as one of the key factors affecting project success. With the help of mutual project evaluation, different BMs enable organizations to monitor their performance and to improve their operations in various areas. They also make it possible to position an organization’s performance in comparison to the competitors and help to perceive black spots in the process on project level. As a common system for the parties in the industry, the project evaluation BM system promotes quality improvement, customer orientation and collaboration between participants. Social implications Project evaluation between the project participants’ enhance collaboration and mutual learning. Originality/value Multi-company project evaluation is a new and promising topic in performance measurement which holds potential for performance improvement through the utilization of network information and team dynamics. The study presents its wider utility as the basis of national, company and project BM.

scholarly journals Edubox Utilization as Tool For Evaluation of Learning Outcomes Social Studies

2019 ◽  
Vol 4 (1) ◽  
pp. 71-77
Author(s):  
Inggar Carissa Ambarwati ◽  
Kokom Komalasari ◽  
Ridwan Effendi
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Evaluation System ◽  
Positive Impact ◽  
Affective Learning ◽  
Evaluation Tool ◽  
E Learning ◽  
Using Data ◽  
Outcome Tool ◽  
Evaluation Of Learning

This research discusses about E-Learning, which is needed to balanced  Education in this modern era. There is a difference in the implementation of E-Learning in every school, what the researchers found is the evaluation system to get the results of learning the value of knowledge that is done online by using an application called Edubox. This research aimed :(1) To know the student’s response to Edubox utilization as an evaluation tool in SMP Negeri 10 Bandung. (2) To know effective IPS learning outcomes of students after using Edubox class VII SMP Negeri 10 Bandung. (3) To Know the results of the cognitive Social Studies learning of students after using Edubox in class VII SMP Negeri 10 Bandung. This research used qualitative descriptive study methods. The participant of this research is 7 random students in every class, Social Studies teachers and vice-principal as the facilities and infrastructures in the field of management Edubox. The Data collecties by interviews, observations, and documentation, while analyzing data using data reduction, data presentation, data verification. The finding shows that 1) the response of the learner, educators, schools on the existence of Edubox brought a positive impact so that the evaluation can be implemented easily. 2) Edubox presence provide change to students in affective learning outcomes such as attitudes, interests and better self-concepts. 3) Edubox can make the learning results in the form of the knowledge value of the learners increased from the previous results. Therefore, I used Edubox as Social Studied learning outcome tool.

scholarly journals Deepening Science Engagement With Challenge Based Learning: Research Report

2020 ◽  
Author(s):  
Emi Iwatani ◽  
Barbara Means ◽  
Maria R. Romero ◽  
Mai Chou Vang
Keyword(s):  
Middle School ◽  
School Districts ◽  
Middle School Teachers ◽  
Science Learning ◽  
School Science ◽  
Open Educational Resources ◽  
Research Report ◽  
Instructional Coaches ◽  
Educational Challenge ◽  
Challenge Based Learning

Learn about the Challenge Based Science Learning Project and its larger implications for the fields of Next Generation Science Learning and Open Educational Resources. The project involved 18 middle school teachers and five administrators from three U.S. school districts partnering with instructional coaches and learning sciences researchers from Digital Promise to address an ambitious educational challenge: How might we deepen engagement and learning of middle school science in our schools and beyond?

scholarly journals Identification of Immune-Related Risk Characteristics and Prognostic Value of Immunophenotyping in TNBC

2021 ◽  
Vol 12 ◽  
Author(s):  
Jiarong Yi ◽  
Zeyu Shuang ◽  
Wenjing Zhong ◽  
Haoming Wu ◽  
Jikun Feng ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Differentially Expressed Genes ◽  
Triple Negative Breast Cancer ◽  
Evaluation System ◽  
Triple Negative ◽  
Breast Cancer Subtype ◽  
The Cancer Genome Atlas ◽  
Differentially Expressed ◽  
Evaluation Tool ◽  
Her 2

Background: Triple-negative breast cancer (TNBC) is not sensitive to targeted therapy with HER-2 monoclonal antibody and endocrine therapy due to lack of ER, PR, and HER-2 receptors. TNBC is a breast cancer subtype with the worst prognosis and the highest mortality rate compared with other subtypes.Materials and Methods: Breast cancer-related data were retrieved from The Cancer Genome Atlas (TCGA) database, and 116 cases of triple-negative breast cancer were identified from the data. GSE31519 dataset was retrieved from Gene Expression Omnibus (GEO) database, comprising a total of 68 cases with TNBC. Survival analysis was performed based on immune score, infiltration score and mutation score to explore differences in prognosis of different immune types. Analysis of differentially expressed genes was conducted and GSEA analysis based on these genes was conducted to explore the potential mechanism.Results: The findings showed that comprehensive immune typing is highly effective and accurate in assessing prognosis of TNBC patients. Analysis showed that MMP9, CXCL9, CXCL10, CXCL11 and CD7 are key genes that may affect immune typing of TNBC patients and play an important role in prediction of prognosis in TNBC patients.Conclusion: The current study presents an evaluation system based on immunophenotyping, which provides a more accurate prognostic evaluation tool for TNBC patients. Differentially expressed genes can be targeted to improve treatment of TNBC.

Revisiting The Widget Effect: Teacher Evaluation Reforms and the Distribution of Teacher Effectiveness

2017 ◽  
Vol 46 (5) ◽  
pp. 234-249 ◽  
Author(s):  
Matthew A. Kraft ◽  
Allison F. Gilmour
Keyword(s):  
Teacher Evaluation ◽  
School Districts ◽  
Teacher Effectiveness ◽  
New Teacher ◽  
Public School Districts ◽  
Performance Ratings ◽  
Urban District ◽  
Evaluation Systems ◽  
Teacher Evaluation Systems ◽  
Original Survey

In 2009, the New Teacher Project’s The Widget Effect documented the failure of U.S. public school districts to recognize and act on differences in teacher effectiveness. We revisit these findings by compiling teacher performance ratings across 24 states that adopted major reforms to their teacher evaluation systems. In the vast majority of these states, the percentage of teachers rated unsatisfactory remains less than 1%. However, the full distributions of ratings vary widely across states, with 0.7% to 28.7% rated below proficient and 6% to 62% rated above proficient. We present original survey data from an urban district illustrating that evaluators perceive more than 3 times as many teachers in their schools to be below proficient than they rate as such. Interviews with principals reveal several potential explanations for these patterns.

scholarly journals Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences

2016 ◽  
Vol 52 (5) ◽  
pp. 711-753 ◽  
Author(s):  
Matthew A. Kraft ◽  
Allison F. Gilmour
Keyword(s):  
Teacher Evaluation ◽  
Teacher Development ◽  
Evaluation System ◽  
Evaluation Process ◽  
Unintended Consequences ◽  
Urban District ◽  
Evaluation Systems ◽  
Primary Responsibility

Purpose: New teacher evaluation systems have expanded the role of principals as instructional leaders, but little is known about principals’ ability to promote teacher development through the evaluation process. We conducted a case study of principals’ perspectives on evaluation and their experiences implementing observation and feedback cycles to better understand whether principals feel as though they are able to promote teacher development as evaluators. Research Method: We conducted interviews with a stratified random sample of 24 principals in an urban district that recently implemented major reforms to its teacher evaluation system. We analyzed these interviews by drafting thematic summaries, coding interview transcripts, creating data-analytic matrices, and writing analytic memos. Findings: We found that the evaluation reforms provided a common framework and language that helped facilitate principals’ feedback conversations with teachers. However, we also found that tasking principals with primary responsibility for conducting evaluations resulted in a variety of unintended consequences which undercut the quality of evaluation feedback they provided. We analyze five broad solutions to these challenges: strategically targeting evaluations, reducing operational responsibilities, providing principal training, hiring instructional coaches, and developing peer evaluation systems. Implications: The quality of feedback teachers receive through the evaluation process depends critically on the time and training evaluators have to provide individualized and actionable feedback. Districts that task principals with primary responsibility for conducting observation and feedback cycles must attend to the many implementation challenges associated with this approach in order for next-generation evaluation systems to successfully promote teacher development.

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