What They Think About How They Are Evaluated: Perspectives of New York State Physical Educators on Teacher Evaluation Policy

Authors

  • Clancy M Seymour Canisius College
  • Mark J Garrison D'Youville College

DOI:

https://doi.org/10.22230/ijepl.2016v11n6a727

Keywords:

assessment in physical education, teacher effectiveness, value-added models

Abstract

While research on high stakes testing continues to expand, little is known regarding how the use of student test scores to evaluate teachers is affecting physical education (PE).  A proportionate, stratified random sample of physical educators in New York State was drawn (n=489) to survey them about their district’s practices and their attitudes about the state’s new teacher evaluation policy. Results indicated that 38% of respondents were evaluated in part on the basis of results from written tests of students, while 27% indicated their district used student fitness tests for this purpose.  Eighteen percent of respondents reported their district used state mandated English Language Arts (ELA) and mathematics test scores in calculating physical educator performance ranks. While few reported using performance-based measures, 94% of respondents indicated these as the preferred means of assessment in PE. Eighty-three percent of respondents predicted that the new teacher evaluation system would not improve PE.

Author Biographies

Clancy M Seymour, Canisius College

Department of Kinesiology

Assistant Professor

Mark J Garrison, D'Youville College

Education Policy and Research

Professor

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Published

2016-12-13

How to Cite

Seymour, C. M., & Garrison, M. J. (2016). What They Think About How They Are Evaluated: Perspectives of New York State Physical Educators on Teacher Evaluation Policy. International Journal of Education Policy and Leadership, 11(6). https://doi.org/10.22230/ijepl.2016v11n6a727