ERIC Digest 2-88. The last decade has seen a rise in the demand for testing teachers, brought on by a real or perceived decline in student performance, as well as concern over the quality and preparation of people entering the profession. In response, many states have adopted formal assessment procedures for teachers, almost all of which claim to evaluate communication abilities. However, the methods of assessment vary from state to state with the result that communication is defined in different ways across the country. Furthermore, the operational definitions found in various state assessment practices often don't correspond with those developed through research.
Most states use standardized written examinations and many use performance tests, as well.
A significant area in which the nine states differ from each other is in the instructions given evaluators concerning their focus and participation in the assessment process. Some states, for example, set the focus on the teacher's performance only, while others include the teacher's classroom interaction with students and the teacher's use of students' ideas in the assessment. The same is true regarding the role given observers. State assessments should be designed and implemented according to a valid and coherent conception of the complex process of classroom communication. Assessors need to focus on the many aspects of communication instead of stressing the informing function of explaining and questioning.