Standardized testing is typically used to assess student achievement, not teacher effectiveness.

Classroom observation serves multiple purposes, including identifying areas of improvement, providing feedback to teachers, and documenting teacher performance.

Self-observation is not typically considered a type of classroom observation in teacher evaluation.

Student surveys are valuable because they allow students to provide direct feedback on their teachers' performance.

Student surveys can be biased, as students may be influenced by personal relationships with their teachers or by the desire to please them.

Peer evaluation serves multiple purposes, including providing feedback to teachers, identifying areas of improvement, and promoting collaboration among teachers.

Self-evaluation is not typically considered a method for conducting peer evaluation.

Portfolio assessment allows teachers to compile and present evidence of their teaching skills and accomplishments.

Portfolio assessment can be time-consuming for teachers to compile and for evaluators to review.

Administrative data is typically not used in teacher evaluation.

Data is used in teacher evaluation to make informed decisions about teacher performance, provide feedback to teachers, and identify areas of improvement.

Cost is not typically considered a common challenge associated with teacher evaluation.

Teacher evaluation serves multiple purposes, including improving teacher performance, making decisions about teacher retention and promotion, and providing feedback to teachers.

Peer evaluation is not typically considered a type of teacher evaluation model.

Formative evaluation is ongoing, used to provide feedback, and conducted by teachers, while summative evaluation is conducted at the end of a period of time, used to make decisions, and conducted by administrators.