Teacher Peer Observation and Student Test Scores: Evidence from a Field Experiment in English Secondary Schools
在82所英国中学开展现场实验，发现教师相互观察并评分彼此教学的低成本干预能提升学生数学和英语考试成绩，尤其对低绩效教师效果更显著。
This paper reports on a field experiment in 82 high schools trialing a low-cost intervention in schools’ operations: teachers working in the same school observed and scored each other’s teaching. Students in treatment schools scored 0.07 student standard deviations higher on math and English exams. Teachers were further randomly assigned to roles—observer and observee—and students of both types benefited, observers’ students perhaps more so. Doubling the number of observations produced no difference in student outcomes. Treatment effects were larger for otherwise low-performing teachers.