Teacher Performance Evaluation: A Review of Best Foreign Practices



The paper provides a review of modern foreign systems of evaluating teaching skills and teacher performance. It is argued that the evaluation of professional activities in teachers becomes an effective tool of performance improvement only in the context of professional growth and continuing education. The paper outlines the typology of teacher evaluation forms according to the aims and tasks; normative grounds; tools employed; subject of evaluation. The following key international studies on effective teacher evaluation methods are analysed: ETC (2008), The Sutton Trust (2013), MET (2009-2013).The paper describes the best practices in teacher performance assessment for future teachers (graduates of teacher training programmes) developed within EdTPA, PPAT, TAA, MCTE.Also, the paper addresses the issue of teacher certification on the basis of professional standards such as NBPTS (1987) and APST (2013).Finally, some recommendations are given on how to evaluate teacher performance in the context of the establishment of the national system of teacher growth in the Russian Federation.

General Information

Keywords: teacher, qualification assessment, teacher performance evaluation, national system of teacher growth, teacher training

Journal rubric: Educational Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2019240101

For citation: Margolis A.A. Teacher Performance Evaluation: A Review of Best Foreign Practices. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2019. Vol. 24, no. 1, pp. 5–30. DOI: 10.17759/pse.2019240101. (In Russ., аbstr. in Engl.)


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Information About the Authors

Arkadiy A. Margolis, PhD in Psychology, Rector, Professor, Chair of Pedagogical Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-9832-0122, e-mail: margolisaa@mgppu.ru



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