Teacher evaluation has been used for decades in schools as a human resource management practice to hold teachers accountable and to help them develop professionally. This paper provides a synthesis of empirical studies about teacher evaluation. We use an overarching theoretical framework, the value chain, as a guide to collect and map insights from empirical research about teacher evaluation. First, we mapped the variables that are described as significant for teacher evaluation from a quantitative viewpoint. Second, by adding the qualitative insights, we gained a more detailed understanding about how these significant relationships work. After a screening of the literature, 15 quantitative and 21 qualitative studies were included in this review. The results elaborate on the definition and measurement of teacher evaluation, the outcomes of teacher evaluation and important context variables for teacher evaluation, all found in empirical research on teacher evaluation. This review provides an overview of the empirical results from the teacher evaluation research literature about antecedents and consequences of teacher evaluation. We conclude with paths for future research.

中文翻译：

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教师评价的整体观点：实证研究回顾

数十年来，学校一直将教师评估作为一种人力资源管理实践，以追究教师的责任并帮助他们进行专业发展。本文综合了有关教师评价的实证研究。我们使用一个总体理论框架，即价值链，作为从关于教师评估的实证研究中收集和绘制见解的指南。首先，我们从定量的角度绘制了被描述为对教师评估重要的变量。其次，通过添加定性见解，我们对这些重要关系的运作方式有了更详细的了解。在对文献进行筛选后，本综述纳入了 15 项定量研究和 21 项定性研究。结果阐述了教师评价的定义和测量，教师评价的结果和教师评价的重要背景变量，都可以在教师评价的实证研究中找到。本综述概述了教师评价研究文献中关于教师评价的前因和后果的实证结果。我们总结了未来研究的路径。