Teacher evaluation with standardised achievement tests: A policy fiasco

Presented by Professor David C. Berliner In the United States almost all recent designs of teacher evaluation systems rely on standardised tests of student achievement as a substantial part of, or all of the teacher evaluation process. These tests have one characteristic that makes them completely inappropriate for this purpose; namely, they are remarkably insensitive to teacher behaviour. Standardised achievement tests instead reflect demographic characteristics of the students who are tested. In this lecture Professor Berliner will explore how teachers impact individual students enormously, but affect standardised test results only a little.

Professor David C. Berliner David C. Berliner is Regents' Professor of Education Emeritus at Arizona State University. He has also taught at the Universities of Arizona and Massachusetts, at Teachers College and Stanford University, and at universities overseas.

He is a member of the National Academy of Education, the International Academy of Education, and a past president of both the American Educational Research Association (AERA) and the Division of Educational Psychology of the American Psychological Association (APA).

Professor Berliner has authored more than 200 published articles, chapters and books. Among his best known works is the book co-authored with B. J. Biddle, The manufactured crisis, and the book co-authored with Sharon Nichols, Collateral damage: How high-stakes testing corrupts American education. He co-edited the first Handbook of educational psychology and the books Talks to teachers, and Perspectives on instructional time. His most recent co-authored book is: 50 myths and lies that threaten America's public schools.