Teacher Quality and Quality Teaching: Examining the Relationship of a Teacher Assessment to Practice

Authors
Heather C. Hill,
Kristin Umland,
Erica Litke,
Laura R. Kapitula
Year of publication
2012
Publication
American Journal of Education
Volume/Issue
118 (4)
Pages
489–519
Multiple-choice assessments are frequently used for gauging teacher quality. However, research seldom examines whether results from such assessments generalize to practice. To illuminate this issue, we compare teacher performance on a mathematics assessment, during mathematics instruction, and by student performance on a state assessment. Poor performance on the written assessment predicted poor classroom performance; likewise, strong performance on the written assessment predicted strong classroom performance. However, classroom performance of teachers in the middle of the written assessment distribution varied considerably.

Suggested Citation:

Hill, H. C., Umland, K., Litke, E., & Kapitula, L. R. (2012). Teacher Quality and Quality Teaching: Examining the Relationship of a Teacher Assessment to Practice. American Journal of Education, 118 (4), 489–519