Teacher appraisal: the case for a developmental approach

Summary This paper looks at the lessons which can be learned from a study of appraisal techniques in Britain and in other countries, in education and in industry. It also considers some of the factors which have emerged from the six appraisal pilot schemes set up, in 1987, in England. It examines the linking of appraisal with pay, with promotion or with dismissal; and it argues against ‘accountability models’ of appraisal and establishes the case for a formative appraisal system.