Abstract
Making meaningful comparisons of teacher performance across countries is very challenging because countries have somewhat different educational goals and curriculum structures; the characteristics of the pupil populations across countries differ along numerous dimensions; and the type of workforce that is needed to support the economy of the country is conceived differently across countries. Because of these cross-country differences, the currently popular ways of looking at teacher effectiveness are not comparable across countries. To make meaningful comparisons of teacher effectiveness, it is necessary to have a way to anchor all of the results to a common cross-country scale of effectiveness. The FIRSTMATH study provides an approach for a fair assessment of teacher effectiveness by considering the characteristics of the pupils who are assigned to teachers. This chapter presents an approach to examine teacher effectiveness in relation to pupil performance using a generalization of IRT theory to understand the classroom contexts that teachers face as they begin to teach.
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Tatto, M.T., Rodriguez, M.C., Reckase, M.D., Smith, W.M., Bankov, K., Pippin, J. (2020). Modeling Pupil and Teacher Interactions as they Pursue Instructional Goals in Mathematics Teaching: An Alternative to VAM. In: The First Five Years of Teaching Mathematics (FIRSTMATH). Springer, Cham. https://doi.org/10.1007/978-3-030-44047-3_7
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DOI: https://doi.org/10.1007/978-3-030-44047-3_7
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