Effective teacher evaluations serve the dual function of being both summative and formative (Danielson & McGreal, 2000). The current evaluation tool in Virginia uses a traditional approach of incorporating standardized test scores as forty percent of a measure of teacher effectiveness. By way of a literature review, this article applies a sociological perspective to the process of teacher evaluations in Virginia through a functionalist lens. Additionally, an examination of the pros and cons of a traditional versus authentic student assessment model is included. Evidence gathered suggests the current Virginia teacher evaluation tool fulfills the summative, but not the formative, function. This discrepancy could have lasting negative ramifications if not remedied, as the need to support teachers in achieving maximum professional performance is central to the educational system serving its inherent function of producing competent citizens capable of contributing to society.

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