Abstract
In 1987 the Journal of Personnel Evaluation in Education published an article by Professor Michael Scriven entitled “Validity in Personnel Evaluation. ” A second article by Professor Scriven, “Duty-Based Teacher Evaluation,” was published in the Journal of Personnel Evaluation in Education in 1988. We found these articles to be thought-provoking and curiously inconsistent—thought-provoking because they pointedly address a field that requires scholarly inquiry from varying perspectives, and curiously inconsistent in the sense that Scriven (1987) challenges the validity of research-based evaluation systems in evaluating instruction (pp. 9, 23) and yet presents in 1988 a model for “Duty-Based Teacher Evaluation” which appears to be based on widely recognized and accepted elements of process-product research of teaching effectiveness. In any event, it seems difficult, if not virtually counter-productive, to conjecture how it can be in the interest of the development of teaching as a semi-profession to ignore or disregard sound research with consistent findings which may inform improved practice.
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© 1990 Springer Science+Business Media New York
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Peterson, D., Kromrey, J., Smith, D.C. (1990). Research-Based Teacher Evaluation: A Response to Scriven. In: Schwab, R.L. (eds) Research-Based Teacher Evaluation. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-3884-0_1
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DOI: https://doi.org/10.1007/978-94-011-3884-0_1
Publisher Name: Springer, Dordrecht
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