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Open research questions in Teacher Education and Assessments

47 unresolved questions extracted from the limitations and future-work sections of 1,146 Teacher Education and Assessments papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Further, the current results, as an offshoot of the investigation, have addressed a clear gap in the literature, that is, findings pertinent to instructional planning practices of teachers in the SHS within the Region of Zamboanga City, Philippines, dispel any unfounded wishful thinking in that regard.

    Assessment of the instructional planning practices of SHS teachers · 2026 · DOI

  • Building on these findings, future research could examine the long-term impact of the program on trainees’ classroom practices and professional growth through longitudinal studies, tracking how the program affects teaching effectiveness, classroom management, and the sustained development of pedagogical competencies.

    Evaluation of Jordan Teacher Training Higher Diploma Program Based on CIPP Model · 2026 · DOI

  • Academic integrity and examination malpractices in secondary schools is crucial to ensuring fair assessments and maintaining academic standards. The following recommendations can help promote a culture of academic honesty and reduce examination malpractices: • Promote teaching approaches that focus on mastery and understanding rather than rote memorisation, reducing to engage in malpractices. temptation the 138 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Arts and Social Sciences, Volume 9, Issue 1, 2026 Article DOI : https://doi.org/10.37284/eajass.9.1.4365 • Encourage positive relationships between teachers and students, characterised by trust and support for timely syllabus coverage. • CCTV cameras to be mandatory in schools. Live images to be monitored from a central place while the students are doing the KCSE inside the exam room.

    Teaching Approaches is a Great Contributor to Academic Integrity and Examination Malpractices in Secondary Schools of Garissa County · 2026 · DOI

  • By 2012, fourteen states required measures of student growth and learning when evaluating teachers (National Comprehensive Center for Teacher Quality, 2012), although the type and specificity of regulations encompassing the use of student growth in teacher evaluation vary widely across states.

    Kentucky Principal Perceptions of the State's New Teacher Evaluation System: A Survey Analysis. · 2015

  • The authors argue that, given the current problems with VAMs in terms of reliability, validity, bias, and fairness, as well as the lack of evidence that previous accountability policies have worked to alleviate the root causes of low educational quality, it is hard to make a legitimate claim that VAM-based teacher evaluation policies will work in their intended ways.

    VAM-Based Teacher Evaluation Policies: Ideological Foundations, Policy Mechanisms, and Implications · 2014 · DOI

  • The ability and motivation of supervisors, who in the case of teachers are principals, to provide systematic, objective appraisal has not been widely studied though the practice is virtually universal and considered essential (Roch, McNall, & Caputo, 2011).

    Surveys of Teacher Education Graduates and Their Principals: The Value of the Data for Program Improvement · 2013

  • Therefore, future studies are recommended to include a broader range of vocational schools across different regions and governance types, employ mixed-methods approaches combining surveys with document analysis and field…

    Curriculum Management Quality in Vocational High Schools: Planning, Organizing, Implementation, and Evaluation · 2026 · DOI

  • This paper explores the bridging role of feedback concerning teacher and headteacher assessments and continuing professional development in the Mexican context, where scarce research exists.

    Teacher and headteacher assessment, feedback, and continuing professional development: the Mexican case · 2023 · DOI

  • Research limitations/implications Since tuning project has an international scope, the research could be replicated in other Latin American countries for comparability purposes regarding teachers’ perceived importance of generic competences in teaching activity.

    Validating a scale for measuring teachers’ expectations about generic competences in higher education · 2019 · DOI

  • As teachers are afforded a greater array of professional development alternatives as evaluation options, teachers’ preferences need to be further investigated, and qualitative approaches could be helpful in this regard.

    A small step into the complexity of teacher evaluation as professional development · 2014 · DOI

  • Policymakers are revolutionizing teacher evaluation by attaching greater stakes to student test scores and observation-based teacher effectiveness measures, but relatively little is known about why they often differ so much.

    How Teacher Evaluation Methods Matter for Accountability · 2014 · DOI

  • Yet many aspects of effective teaching remain elusive with these assessments (Cochran-Smith & the Boston College Evidence Team, 2009; Nazier, 1997).

    Reframing Portfolio Evidence Empowering Teachers through Single-Case Frameworks · 2013 · DOI

  • Meanwhile,it constructs the initial framework of the index system,and then it makes further study on teachers' performance appraisal system based on their Double-qualified…

    A Study on "Double-Qualified" Teachers' Performance Appraisal System——Based on Teachers' Self-Motivated Development · 2011

  • Although there was no consensus as to specific behaviors or characteristics that were evaluated, three themed areas were found that were common across evaluation instruments: Professional Behaviors, Professional Ways of Thinking, and Personality Characteristics.

    Dispositional Statements on Student Teacher Evaluation Instruments: Commonalities Across Institutions · 2008 · DOI

  • Standardized portfolios are being used by teachers and teacher candidates to demonstrate subject matter knowledge for certification or to be considered highly qualified; however, the psychometric adequacy of data used for this purpose has not been evaluated.

    Psychometric Properties and Instructional Utility of Assessing Special Education Teacher Candidate Knowledge with Portfolios · 2005 · DOI

  • Neo-Traditionalists The teaching effectiveness research theorists have written that the underlying problem with teacher evaluation is the lack of agreement on what constitutes good teaching.

    Choosing the Right Process for Teacher Evaluation · 1998

  • this instrument, other In addition to increasing the validity of measures-both objective and subjective-need to be investigated as to their utility in peer evaluation.

    Peer Evaluation and Practicum Supervision · 1973 · DOI

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47 open questions have been extracted from the limitations and future-work passages of 1,146 Teacher Education and Assessments papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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