Date of Conferral







John Harrison


In the United States, national and state legislative mandates have forced school districts to include student growth measures in teacher evaluation systems. However, statistical models for monitoring student growth on standardized tests have not been found to foster teachers’ reflective practice or pedagogical content knowledge and goal-based models have been found to lack adequate structure for supporting implementation. This basic qualitative inquiry explored how teachers perceive using standards-based rubrics to monitor student growth for teacher evaluation influences their reflective practice and pedagogical content knowledge in mathematics. Nine teachers who have used standards-based rubrics to monitor student growth were recruited through snowball sampling. Through semi structured interviews and inductive and deductive coding, six themes were identified to understand teacher perceptions of the experience monitoring growth with standards-based rubrics: (a) fosters collaborative dialogue and descriptive feedback, (b) promotes standards-based focus, (c) supports evidence-based assessment, (d) supports student-centered instruction, (e) encourages students’ reflective practice, and (f) cultivates a positive teacher evaluation experience. This study may inform standardsbased growth monitoring practices for formative and summative teacher evaluation in K–8 education systems. Formative teacher evaluation has been found to promote positive social change by improving both teacher practice and student achievement, thereby supporting teachers and students to continuously grow in knowledge, skill, and understanding. These findings indicate that monitoring student growth on standards-based rubrics may provide the necessary structure other models have been lacking.