The landscape surrounding teacher evaluation is changing as teacher accountability becomes more prevalent in this process. This study looks at how teacher-created student growth assessments (SGAs) for teacher evaluation affects teacher efficacy with respect to instructional practice. Survey data were collected from 110 kindergarten through eighth-grade teachers; additional data were gathered from three interviews. A majority of these teachers reported the work in creating SGAs benefitted their instructional practice. Teachers reported increased knowledge in learning standards, curriculum development, and assessment literacy as a result of creating their own SGAs. Qualitative findings suggest that when teachers are provided an opportunity to collaborate, they learn from each other. Other findings suggest teachers may need professional development to increase their ability to collaborate efficiently and effectively.
","abstract_html":"<p>The landscape surrounding teacher evaluation is changing as teacher accountability becomes more prevalent in this process. This study looks at how teacher-created student growth assessments (SGAs) for teacher evaluation affects teacher efficacy with respect to instructional practice. Survey data were collected from 110 kindergarten through eighth-grade teachers; additional data were gathered from three interviews. A majority of these teachers reported the work in creating SGAs benefitted their instructional practice. Teachers reported increased knowledge in learning standards, curriculum development, and assessment literacy as a result of creating their own SGAs. Qualitative findings suggest that when teachers are provided an opportunity to collaborate, they learn from each other. Other findings suggest teachers may need professional development to increase their ability to collaborate efficiently and effectively.</p>","abstract_has_math":false,"creators":["Finch, Perry A"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Jack Denny","Dr. Norm Weston"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-01T08:00:00Z","date_published":"2016-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:32Z","subjects":["student growth assessments","common assessments","teacher evaluation","teacher efficacy","professional development","Educational Administration and Supervision","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/220","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Jack Denny","Dr. Norm Weston"]},{"key":"dc:creator","label":"Author","values":["Finch, Perry A"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-02-15T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["student growth assessments","common assessments","teacher evaluation","teacher efficacy","professional development","Educational Administration and Supervision","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/220"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The landscape surrounding teacher evaluation is changing as teacher accountability becomes more prevalent in this process. This study looks at how teacher-created student growth assessments (SGAs) for teacher evaluation affects teacher efficacy with respect to instructional practice. Survey data were collected from 110 kindergarten through eighth-grade teachers; additional data were gathered from three interviews. A majority of these teachers reported the work in creating SGAs benefitted their instructional practice. Teachers reported increased knowledge in learning standards, curriculum development, and assessment literacy as a result of creating their own SGAs. Qualitative findings suggest that when teachers are provided an opportunity to collaborate, they learn from each other. Other findings suggest teachers may need professional development to increase their ability to collaborate efficiently and effectively.
"]},{"key":"dc:title","label":"Title","values":["Teacher-Created Student Growth Assessments Used For Teacher Evaluation And The Effects On Teacher Efficacy"]}]}],"canonical_facts":{"dc:contributor":["Dr. Jack Denny","Dr. Norm Weston"],"dc:creator":["Finch, Perry A"],"dc:date.available":["2017-02-15T08:00:00Z"],"dc:description.abstract":["The landscape surrounding teacher evaluation is changing as teacher accountability becomes more prevalent in this process. This study looks at how teacher-created student growth assessments (SGAs) for teacher evaluation affects teacher efficacy with respect to instructional practice. Survey data were collected from 110 kindergarten through eighth-grade teachers; additional data were gathered from three interviews. A majority of these teachers reported the work in creating SGAs benefitted their instructional practice. Teachers reported increased knowledge in learning standards, curriculum development, and assessment literacy as a result of creating their own SGAs. Qualitative findings suggest that when teachers are provided an opportunity to collaborate, they learn from each other. Other findings suggest teachers may need professional development to increase their ability to collaborate efficiently and effectively.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/220"],"dc:subject":["student growth assessments","common assessments","teacher evaluation","teacher efficacy","professional development","Educational Administration and Supervision","Educational Leadership"],"dc:title":["Teacher-Created Student Growth Assessments Used For Teacher Evaluation And The Effects On Teacher Efficacy"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:32Z"}