Many education policy makers, including those who developed the Race to the Top program are defining teacher effectiveness based on student performance.  However, student data derived from standardized test scores does not provide a complete picture of a teacher’s effectiveness.  Student data must come from multiple sources, primarily classroom and school-based assessments, and teachers should be the ones to determine what data should be used.  

In addition, student data should only be one of multiple measures used to determine teacher effectiveness.  Other measures could include classroom observations, self evaluations, teaching reflections, lesson plans, student work samples, evidence of work with parents and peers, and evidence of increased knowledge and skill through professional development.

The following links are websites and articles to help teachers understand the types, uses and limitations of student performance data.

The Value of Formative Assessment

How Classroom Assessments Improve Learning

Using Data to Improve Student Achievement

Using Classroom Assessment to Improve Teaching

Using Student Achievement Data to Support Instructional Decision Making

What You Should Know about Value-Added Assessment

Evaluating Value-Added Models for Teacher Accountability

The Promise and Peril of Using Value-Added Modeling to Measure Teacher Effectiveness

Teacher's Use of Student Data to Improve Instruction 2005-2007

Review of Student Growth Models Used by States