The use and misuse of teacher appraisal - Education International

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EDUCATION INTERNATIONAL 1.3. Aim of the research work The intention of this paper is to inform the policy debate on teacher appraisal, with the specific purpose of providing EI and its affiliates with a powerful advocacy tool. To this end, teacher appraisal methods were researched on digital and virtual platforms. Research results were then analysed with the intention of sharing them with the Summit participants, teacher unions and the OECD. 1.4. Methodology The study focussed on two strands. First, it used social platforms (chiefly Twitter) to find relevant information for compiling a critical search and subsequent analysis of cases of use and misuse of teacher assessment, highlighting key emerging trends. In this search, unions represented the main sources of information. To this purpose, a special account (@ EI_Research) was created and used on Twitter, and the topic #Teacher_assessment was launched for discussion. Twitter has proven a useful yet challenging source of information (see Box 11 at the end of the paper). It has proven quite difficult to obtain continuous and prompt feedback from unions, either because only a few of them actually use Twitter, or because, even when they do have a Twitter account, they use it very sporadically. At the same time, though, Twitter has been a source of tremendously valuable input from other stakeholders (journalists, practitioners, teachers, students themselves, academics and researchers). More than 200 articles have been collected. Second, the work is based on an analysis of EI’s affiliates’ replies to the OECD Summit questionnaire, as these provided the direct perspective of unions on the issue. Specifically, 28 replies were received from 19 OECD countries (see Table 1 below). One extra reply has been collected, showing the situation in a non-OECD country: India. 10
T H E U S E A N D M I S U S E O F T E A C H E R A P P R A I S A L Table 1. Received replies UNION AEU CTF EFTO DLF GL OAJ SNES-FSU SNUipp-FSU GEW KPT FDSZ Kí AIPTF ITU ASTI JTU KTU ISEA NZPPTA NZEI UEN Solidarnosc Lärarförbundet LCH NUT NASUWT NEA AFT COUNTRY Australia Canada Denmark Finland France Germany Hungary Iceland India Israel Ireland Japan Korea New Zealand Norway Poland Sweden Switzerland UK US 1.5. Timeline The study was developed from the beginning of October 2012 to the end of January 2013. Its results reflect up-to-date information and opinions on the topic as of the beginning of January 2013. 11
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The use and misuse of teacher appraisal - Education International

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