Teacher Evaluation: Current Practices in OECD Countries and a Literature Review

This paper discusses the most relevant issues concerning teacher evaluation in primary and secondaryeducation by reviewing the recent literature and analysing current practices within the OECD countries.First, it provides a conceptual framework highlighting key features of teacher evaluation schemes. Inparticular, it emphasises the importance of clarifying the purposes of teacher appraisal, whether summativewhen designed to assure that the practices enhancing student learning are undertaken or formative whenconducted for further professional development objectives. It also encompasses the diverse criteria andinstruments commonly used to assess teachers as well as the actors generally involved in the process andpotential consequences for teachers’ professional life. Second, it deals with a number of contentious points,including the question of the use of student outcomes to measure teaching performance, the advantages anddrawbacks of different approaches given the purpose emphasised and resource restrictions, theimplementation difficulties resulting from different stakeholders’ interests and possible ways to overcomethese obstacles. Finally, it provides an account of current empirical evidence, pointing out mixed resultsstemming from difficulties in assessing the effects of such evaluation schemes on teaching quality,teachers’ motivation and student learning. It concludes by considering the circumstances under whichteacher evaluation systems seem to be more effective, fair and reliable. Developing a comprehensiveapproach to evaluate teachers is critical to make demands for educational best practice compatible withteachers’ appropriation of the process as well as to enhance the decisive attractiveness and recognition ofthe teaching profession.