Download or read book A Study of the Development of a School Assessment Instrument for Tennessee Public Schools written by Susan P. Hudson and published by . This book was released on 1986 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998-05 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Assessment Practices in Tennessee and Their Implication for the Financing of Public Education written by Harold Franklyn Rowe and published by . This book was released on 1956 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-04 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Linking Teacher Evaluation and Student Learning written by Pamela D. Tucker and published by ASCD. This book was released on 2005 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: Tucker and Stronge explore a variety of ways to include measures of student achievement in teacher evaluations, so that teachers can better focus efforts to improve their practice.
Download or read book Resources in Education written by and published by . This book was released on 1995 with total page 1080 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Tennessee School Improvement Planning Process written by Tennessee. Department of Education and published by . This book was released on 1996 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Analysis of Teacher Evaluation Instruments in Use in Tennessee Public School Systems written by Jane L. Williams and published by . This book was released on 1983 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Industrial Relations Theses and Dissertations Submitted at Universities written by and published by . This book was released on 1983 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Mismeasure of Education written by Jim Horn and published by IAP. This book was released on 2013-07-01 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Distance Learning Funding Sourcebook written by Arlene Krebs and published by Kendall/Hunt Publishing Company. This book was released on 1996 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Competency Based Education written by Archie Austin Buchmiller and published by . This book was released on 1978 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Evaluation in Tennessee written by Tennessee. Department of Education and published by . This book was released on 2012 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the summer of 2011, the Tennessee Department of Education contracted with the National Institute for Excellence in Teaching (NIET) to provide a four-day training for all evaluators across the state. NIET trained more than 5,000 evaluators intensively in the state model (districts using alternative instruments delivered their own training). Evaluators were required to pass an inter-rater reliability exam, in which they viewed video recordings of teachers delivering lessons and rated them to ensure they understood the distinction between differing levels of performance. Implementation of the evaluation system began at the start of the 2011-12 school year. The department made a concentrated effort to solicit and encourage feedback, meeting with teachers and administrators across the state. Educators voiced both strengths and concerns about various facets of the teacher evaluation process and implementation. Legislators also received feedback from their constituents and shared information with department officials. The department and others heard positive comments from administrators about improvements in the quality of instruction in classrooms and also heard concerns about particular facets of the system. As implementation continued through the first semester of the school year, it became clear that satisfaction with the evaluation system varied considerably from district to district, driven largely by district- and school-level leadership. While administrators continued to tout the system's impact on instruction, the public discussion about teacher evaluation began to detract from the real purpose of the evaluation system: improving student achievement. In response, Governor Haslam, supported by legislative leadership, tasked the State Collaborative on Reforming Education (SCORE) with conducting an independent review of the system through a statewide listening and feedback process and producing a report to the State Board of Education and department outlining a range of policy considerations. In addition, the Governor announced his support of House Joint Resolution (HJR) 520, which ultimately was adopted by the General Assembly. This resolution directed the department to follow through on its commitment to seek feedback, conduct an internal review of the evaluation system, and provide a report with recommendations to the House and Senate Education Committees by July 15, 2012. Through its feedback gathering process, common themes have emerged: (1) Administrators and teachers--including both supporters and opponents of the evaluation model--believe the TEAM rubric effectively represents high-quality instruction and facilitates rich conversations about instruction; (2) Administrators consistently noted that having school-wide value-added scores has led to increased collaboration among teachers and a higher emphasis on academic standards in all subjects; (3) Administrators and teachers both feel too many teachers have treated the rubric like a checklist rather than viewing it as a holistic representation of an effective lesson, and both groups feel additional training is needed on this point; (4) Teachers in subjects and grades that do not yield an individual value-added score do not believe it is fair to have 35 percent of their evaluation determined by school-wide scores; (5) Implementation of the 15 percent measure has not led to selection of appropriate measures, with choices too often dictated by teacher and principal perceptions of which measure would generate the highest score rather than an accurate reflection of achievement; (6) Administrators consistently noted the large amount of time needed to complete the evaluation process. In particular, administrators want to spend less time observing their highest performing teachers and more time observing lower performing teachers. Additionally, they feel the mechanics of the process (e.g., data entry) need to be more streamlined and efficient; (7) Both administrators and teachers consistently felt better about the system as the year progressed, in part due to familiarity with the expectations and because of changes that allowed for fewer classroom visits during the second semester; and (8) Local capacity to offer high-quality feedback and to facilitate targeted professional development based on evaluation results varies considerably across districts. (Contains 5 footnotes.).
Download or read book Research in the Social Scientific Study of Religion written by and published by . This book was released on 1996 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Title Index ERIC ED Accessions File written by ERIC Processing and Reference Facility and published by . This book was released on 1966 with total page 680 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Research on Teacher Education written by W. Robert Houston and published by . This book was released on 1990 with total page 950 pages. Available in PDF, EPUB and Kindle. Book excerpt:
