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- handle: 10670/1.smwn7q
- halshs: halshs-02102295
info:eu-repo/semantics/OpenAccess
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Teacher quality Evaluation Feedback Teaching practices Supervision Education I - Health, Education, and Welfare/I.I2 - Education and Research Institutions/I.I2.I20 - General I - Health, Education, and Welfare/I.I2 - Education and Research Institutions/I.I2.I28 - Government Policy J - Labor and Demographic Economics/J.J2 - Demand and Supply of Labor/J.J2.J24 - Human Capital • Skills • Occupational Choice • Labor ProductivitySujets proches
Students--Education Children--Education Education of children Schooling Pedagogy Youth--Education Instruction Education, Primitive Human resource developmentCiter ce document
Simon Briole et al., « Does evaluating teachers make a difference? », HAL-SHS : économie et finance, ID : 10670/1.smwn7q
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Résumé
In France, secondary school teachers are evaluated every six or seven years by senior experts of the Ministry of education. These external evaluations mostly involve the supervision of one class session and a debrie_ng interview, but have nonetheless a direct impact on teachers' career advancement. In this paper, we show that these evaluations contribute to improving students' performance, especially in math. This e_ect is seen not only for students taught by teachers the year of their evaluations but also for students taught by the same teachers the subsequent years, suggesting that evaluations improve teachers' core pedagogical skills. These positive e_ects persist over time and are particularly salient in education priority schools, in contexts where teaching is often very challenging.