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Teacher peer observation and student test scores: Evidence from a field experiment in English secondary schools

This paper reports improvements in teacher job performance, as measured by student test scores, resulting from a program of (zero-) low-stakes peer evaluation. Teachers working at the same school observed and scored each other’s teaching. Students in randomly-assigned treatment schools scored 0.07σ higher on math and English exams (0.09σ lower-bound on TOT). Within each treatment school, teachers were further randomly assigned to roles: observer and observee. Teachers in both roles improved, perhaps slightly more for observers. The typical treatment school completed 2-3 observations per observee teacher. Variation in observations was generated partly by randomly assigning a low and high (2*low) dose of suggested number of observations. Benefits were quite similar across dose conditions. 

Keywords
JEL No. I2, M5
Education level
Document Object Identifier (DOI)
10.26300/ry5b-g146

EdWorkingPaper suggested citation:

Burgess, Simon, Shenila Rawal, and Eric S. Taylor. (). Teacher peer observation and student test scores: Evidence from a field experiment in English secondary schools. (EdWorkingPaper: -139). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/ry5b-g146

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