The pedagogic and social reasons for assessing teachers must go beyond simply finding out whether teachers possess technical skills and are "efficiently" trying to pass those skills on to students. There must also be a concern with the larger political and social context in which teachers operate, and with providing the resources they need to actually make a difference. Thus assessment must be concerned with social justice both inside and outside the classroom.
Under a social justice approach, teacher assessment would be guided by the following principles:
- Assessment should improve the life chances of the most disadvantaged students by showing where more human and financial resources are necessary.
- It should create a voice for those who have been marginalized or silenced in our schools.
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