Focus on Fairness & Objectivity with Evidence-First™

Bias is the silent threat to credibility in any evaluation system. When teachers feel that observations are based more on opinion than evidence, trust erodes, and meaningful growth becomes harder to achieve.

With Evidence-First™ scoring, objectivity isn’t just a goal—it’s baked into the system.

In traditional evaluation models, observers typically begin by interpreting broad rubric language and then assign a score based on their personal impressions. Even with the best intentions, this method can unintentionally introduce bias, leading to inconsistent or unfair ratings.

Evidence-First scoring flips that process. Observers begin by identifying observable evidence markers aligned to specific rubric domains. Instead of trying to “fit” classroom events into preselected categories, evaluators capture exactly what they see and hear in the moment.

For example, imagine an evaluator assessing Domain 4C: Promoting High-Level Questioning from the LoTi Teacher Evaluation rubric (Danielson-aligned).  Rather than subjectively deciding the performance level for such a complex category first, evaluators check off specific evidence markers related to Focus Strategies, Questioning Strategies, Questioning Rigor, and Student Participation to reflect on the evidence of high-level questioning they observed.

Once the evidence markers are selected, the system automatically aggregates the observed evidence data related to 4-C, generates a predictive rubric score for 4-C, and adds the selected evidence from the scoring form to the Comments box for 4-C when creating a formal evaluation report.

This process does more than streamline evaluation—it ensures ratings are anchored in classroom reality, not personal interpretation.

By standardizing the starting point for evaluations, the Evidence-First scoring model dramatically enhances inter-rater reliability. Evaluators across a school—or even an entire district—work from the same framework of observable behaviors. As a result, teachers can trust that they’re being evaluated fairly and consistently, regardless of who conducts the observation.

With objectivity at its core, the Evidence-First approach improves fairness for individual teachers and strengthens the overall credibility of evaluation data. Schools and educator preparation programs gain access to consistent, defensible evidence that can inform program improvement, accountability reports, and leadership decisions.

To learn more about how the Evidence-First approach works and explore additional tools that support fair, reliable teacher evaluations, register for an upcoming Evidence-First event here.