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Assessment of Foreign Language Teachers: A Model for Shifting Evaluation Toward Growth and Learning

Although there is no consensus on how to assess teacher quality, scholars do agree that the improvement of teaching is the most important step that we can take toward improving the quality of education of our students and the one that directly affects learning outcomes (Perlman & McCann, 1998). Teacher assessment has become a cornerstone issue insofar as teaching improvement is concerned; yet, there is no consensus as to what constitutes an effective assessment method (Brent & Felder, 1997; Wood & Harding, 2007). This problem particularly affects foreign language teachers. In this conceptual article, we explore and argue for a model that situates peer evaluation at the center of teacher assessment. Further, we argue that foreign language teacher assessment: 1) should include multiple types of assessments, ranging from administrative evaluations to peer observations and feedback; and 2) should primarily serve as a platform for improvement of the quality of teaching and for the teacher’s growth and professional development. We conclude by identifying directions for future research examining the potential of this proposed model.