Evaluation asks: how are we doing against our obligations? i.e. in schools it means asking: how well are students engaging, learning, and achieving? What have been our personal successes as causers of learning? What (inevitable) improvements are suggested by results to better honor our responsibilities?
Thus, for any evaluation to be legitimate and helpful it must be –
- Outcome-based, using salient performance-based job descriptions & indicators
- Evidence-based, in which all key inferences are supported by data
- Valid, based on Mission and key learning goals and tasks, with no arbitrary value-added targets, tests, performance criteria, or weighting of criteria
- Reliable, based on multiple measures, evidence, and feedback sources over time
- Transparent, based on direct evidence that provides a clear account of achievement as well as helpful and actionable feedback
- Honest about employee strengths and weaknesses relative to goals
- Fair, based on opportunities to show one’s results and strengths, in context; and where one can appeal a rating that one believes in unfair
- Growth focused, to encourage ongoing learning and constant adjustments, not unimaginative compliance
- Credible to all stakeholders; not hypocritically imposed unilaterally
- Feasible in terms of time for sufficient evidence collection by supervisors and discussion with employees.
- Effective, whereby evaluations have substantive consequences that align with institutional interests and personal aspirations