Conclusion
Teachers need formal and working knowledge of educational evaluation for their work in traditional schools as well as in schools in the future. In the form of principles, the professional evaluation standards provide educational evaluation knowledge that teachers can use to acquire the working knowledge they want and can use. Professional development programs can help teachers grasp the substance and intent of educational evaluation principles, but the principles alone cannot empower teachers or build a system of profound knowledge shared within the organization and used to move it toward its goals. An investment in teachers through professional-development programs is important if teachers are to conduct evaluations and use evaluation results together as a routine part of doing business. An investment in teachers through professional-development programs must attend to the social and technical aspects of a change effort. The learning about evaluation and their principles must be organizationally valued and the learning nurtured and sustained.
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Norman, C. How teachers can use the professional evaluation standards. J Pers Eval Educ 8, 329–340 (1994). https://doi.org/10.1007/BF00973728
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DOI: https://doi.org/10.1007/BF00973728