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Author: Daniel F. McCaffrey
Publisher: Rand Corporation
ISBN: 0833044435
Category : Education
Languages : en
Pages : 129
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Book Description
Value-added assessment (VAA) systems use statistical techniques to analyze test-score data; VAA data is intended to help educators make more informed decisions about curriculum and instruction. The authors examined the rollout of Pennsylvania's VAA program, and found that, in its pilot phase, the program had little effect on student achievement and received limited use by most principals and teachers at schools participating in the program.
Author: Daniel F. McCaffrey
Publisher: Rand Corporation
ISBN: 0833044435
Category : Education
Languages : en
Pages : 129
Get Book Here
Book Description
Value-added assessment (VAA) systems use statistical techniques to analyze test-score data; VAA data is intended to help educators make more informed decisions about curriculum and instruction. The authors examined the rollout of Pennsylvania's VAA program, and found that, in its pilot phase, the program had little effect on student achievement and received limited use by most principals and teachers at schools participating in the program.
Author: National Academy of Education
Publisher: National Academies Press
ISBN: 030915099X
Category : Education
Languages : en
Pages : 97
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Book Description
Value-added methods refer to efforts to estimate the relative contributions of specific teachers, schools, or programs to student test performance. In recent years, these methods have attracted considerable attention because of their potential applicability for educational accountability, teacher pay-for-performance systems, school and teacher improvement, program evaluation, and research. Value-added methods involve complex statistical models applied to test data of varying quality. Accordingly, there are many technical challenges to ascertaining the degree to which the output of these models provides the desired estimates. Despite a substantial amount of research over the last decade and a half, overcoming these challenges has proven to be very difficult, and many questions remain unanswered-at a time when there is strong interest in implementing value-added models in a variety of settings. The National Research Council and the National Academy of Education held a workshop, summarized in this volume, to help identify areas of emerging consensus and areas of disagreement regarding appropriate uses of value-added methods, in an effort to provide research-based guidance to policy makers who are facing decisions about whether to proceed in this direction.
Author: Jim Horn
Publisher: IAP
ISBN: 1623963931
Category : Education
Languages : en
Pages : 286
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Book Description
With new student assessments and teacher evaluation schemes in the planning or early implementation phases, this book takes a step back to examine the ideological and historical grounding, potential benefits, scholarly evidence, and ethical basis for the new generation of test based accountability measures. After providing the political and cultural contexts for the rise of the testing accountability movement in the 1960s that culminated almost forty years later in No Child Left Behind and Race to the Top, this book then moves on to provide a policy history and social policy analysis of value-added testing in Tennessee that is framed around questions of power relations, winners, and losers. In examining the issues and exercise of power that are sustained in the long-standing policy of standardized testing in schools, this work provides a big picture perspective on assessment practices over time in the U. S.; by examining the rise of value-added assessment in Tennessee, a fine-grained and contemporary case is provided within that larger context. The last half of the book provides a detailed survey of the research based critiques of value-added methodology, while detailing an aggressive marketing campaign to make value-added modeling (VAM) a central component of reform strategies following NCLB. The last chapter and epilogue place the continuation of test-based accountability practices within the context of an emerging pushback against privatization, high stakes testing, and other education reforms. This book will be useful to a wide audience, including teachers, parents, school leaders, policymakers, researchers, and students of educational history, policy, and politics.
Author: Douglas N. Harris
Publisher:
ISBN: 9781934742068
Category : Education
Languages : en
Pages : 0
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Book Description
The Strategic Management of Charter Schools addresses the challenges facing such schools by mapping out, in straightforward and highly pragmatic terms, a management framework for them. The first charter school law in the United States was enacted in Minnesota in 1991. In the twenty years since that modest beginning, the movement has burgeoned and spread across the country: there are now more than five thousand charter schools attended by nearly two million students. Yet due to this rapid growth in the number of charter schools and to their generally independent character, the nature and quality of these institutions vary greatly. The promise of charter schools is great, but so are the organizational and educational challenges they face. Organized around three crucial challenges to charter school leaders--managing mission, managing internal operations, and managing the larger stakeholder environment--the book provides charter school leaders with indispensable tools and insights for achieving educational and organizational success. In its elucidation of these managerial challenges, and in its equally helpful and detailed examinations of particular schools, the book offers a clear, credible approach to the efficient and sustainable management of what are still young and experimental educational institutions.--Publisher description.
Author: Linda Darling-Hammond
Publisher: Teachers College Press
ISBN: 080777197X
Category : Education
Languages : en
Pages : 193
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Book Description
Teacher evaluation systems are being overhauled by states and districts across the United States. And, while intentions are admirable, the result for many new systems is that goodoften excellentteachers are lost in the process. In the end, students are the losers. In her new book, Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning. She outlines the most current research informing evaluation of teaching practice that incorporates evidence of what teachers do and what their students learn. In addition, she examines the harmful consequences of using any single student test as a basis for evaluating individual teachers. Finally, Darling-Hammond offers a vision of teacher evaluation as part of a teaching and learning system that supports continuous improvement, both for individual teachers and for the profession as a whole.
Author: Daniel F. McCaffrey
Publisher: Rand Corporation
ISBN:
Category : Education
Languages : en
Pages : 168
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Book Description
Does value-added modeling (VAM) demonstrate the importance of teachers to student outcomes? The authors clarify the primary questions raised by VAM for measuring teacher effects, review the most important recent applications of VAM, and discuss a variety of statistical and measurement issues that might affect the validity of VAM inferences. The authors identify numerous possible sources of error and bias in teacher effects and recommend a number of steps for future research into these potential errors.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309293227
Category : Education
Languages : en
Pages : 383
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Book Description
Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
Author: Black, Paul
Publisher: McGraw-Hill Education (UK)
ISBN: 0335212972
Category : Education
Languages : en
Pages : 147
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Book Description
Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes. --from publisher description
Author: OECD
Publisher: OECD Publishing
ISBN: 9264050256
Category :
Languages : en
Pages : 224
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Book Description
This groundbreaking report provides examples of best practices in value-added modelling for measuring school performance.
Author: Audrey Amrein-Beardsley
Publisher: Routledge
ISBN: 1136702849
Category : Education
Languages : en
Pages : 376
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Book Description
Since passage of the of No Child Left Behind Act in 2001, academic researchers, econometricians, and statisticians have been exploring various analytical methods of documenting students‘ academic progress over time. Known as value-added models (VAMs), these methods are meant to measure the value a teacher or school adds to student learning from one year to the next. To date, however, there is very little evidence to support the trustworthiness of these models. What is becoming increasingly evident, yet often ignored mainly by policymakers, is that VAMs are 1) unreliable, 2) invalid, 3) nontransparent, 4) unfair, 5) fraught with measurement errors and 6) being inappropriately used to make consequential decisions regarding such things as teacher pay, retention, and termination. Unfortunately, their unintended consequences are not fully recognized at this point either. Given such, the timeliness of this well-researched and thoughtful book cannot be overstated. This book sheds important light on the debate surrounding VAMs and thereby offers states and practitioners a highly important resource from which they can move forward in more research-based ways.
