Download or read book Developing and Selecting Assessments of Student Growth for Use in Teacher Evaluation Systems written by Joan L. Herman and published by . This book was released on 2011 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: States and districts across the country are grappling with how to incorporate assessments of student learning into their teacher evaluation systems. Sophisticated statistical models have been proposed to estimate the relative value individual teachers add to their students' assessment performance (hence the term teacher "value-added" measures). The strengths and limitations of these statistical models, as well as the value-added measures they produce, have been widely debated. Little attention, however, has been devoted to the quality of the student assessments that these models use to estimate student growth, which is fundamental to the trustworthiness of any teacher value-added measure. Assessments that nominally address the subject or grade level that educators teach do not necessarily suffice for the purposes of measuring growth and calculating the value that teachers contribute to that growth. In fact, student growth scores require at least two assessments of student learning--one near the beginning of the school year or the end of the prior year and another at the end of the current school year. Carefully designed and validated assessments are needed to provide trustworthy evidence of teacher quality. Herein lies the purpose of this brief: to provide guidance to states and districts as they develop and/or select and refine assessments of student growth so that the assessments can well serve teacher evaluation purposes. This brief identifies an extensive set of propositions, claims, and evidence sources that are important to the validity argument and which justify the use of student growth assessments as part of teacher evaluation. (Contains 1 footnote, 1 figure, and 1 table.) [For the extended version of this document, "Guidance for Developing and Selecting Assessments of Student Growth for Use in Teacher Evaluation Systems (Extended Version)", see ED524088.].
Download or read book Guidance for Developing and Selecting Assessments of Student Growth for Use in Teacher Evaluation Systems Extended Version written by Joan L. Herman and published by . This book was released on 2011 with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt: States and districts across the country are grappling with how to incorporate assessments of student learning into their teacher evaluation systems. Sophisticated statistical models have been proposed to estimate the relative value individual teachers add to their students' assessment performance (hence the term teacher "value-added" measures). The strengths and limitations of these statistical models, as well as the value-added measures they produce, have been widely debated. Little attention, however, has been devoted to the quality of the student assessments that these models use to estimate student growth, which is fundamental to the trustworthiness of any teacher value-added measure. Assessments that nominally address the subject or grade level that educators teach do not necessarily suffice for the purposes of measuring growth and calculating the value that teachers contribute to that growth. In fact, student growth scores require at least two assessments of student learning--one near the beginning of the school year or the end of the prior year and another at the end of the current school year. Carefully designed and validated assessments are needed to provide trustworthy evidence of teacher quality. Herein lies the purpose of this brief: to provide guidance to states and districts as they develop and/or select and refine assessments of student growth so that the assessments can well serve teacher evaluation purposes. This brief identifies an extensive set of propositions, claims, and evidence sources that are important to the validity argument and which justify the use of student growth assessments as part of teacher evaluation. (Contains 2 figures and 1 table.) [For the shorter version of this document, "Developing and Selecting Assessments of Student Growth for Use in Teacher Evaluation Systems", see ED524110.].
Download or read book Defensible Teacher Evaluation written by Rick Stiggins and published by Corwin Press. This book was released on 2014-03-11 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: Meaningful teacher evaluation starts with visible student growth Annual standardized test scores cannot provide evidence of student growth needed to evaluate teacher performance. But consider student growth in the form of evidence derived from classroom assessment and you’re on to something. This revolutionary book helps you bring classroom assessment to bear for real school improvement, with: A plan for teacher evaluation based on dependable evidence of student growth Strategies for improving the assessment literacy of teachers and school leaders Five steps for developing and implementing productive local district assessment systems Practical tools that teachers and their evaluators can put to use immediately
Download or read book Student Growth Measures in Policy and Practice written by Kimberly Kappler Hewitt and published by Springer. This book was released on 2016-10-05 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the intersection of policy and practice in the use of student growth measures (SGMs) for high-stakes purposes as per such educator evaluation systems. The book also focuses on examinations of educators’ perceptions of and reactions to the use of SGMs; ethical implications pertaining to the use of SGMs; contextual challenges when implementing SGMs; and legal implications of SGM use. The use of student test score data has been the cornerstone of the recent transfiguration of educator evaluation systems in forty-two states and the District of Columbia. Three leading voices on SGMs—Sean Corcoran, Henry Braun, and David Berliner—also serve as section and concluding commentators.
Download or read book Developing Assessments for the Next Generation Science Standards written by National Research Council and published by National Academies Press. This book was released on 2014-05-29 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education. The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12. Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another. Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.
Download or read book Summary of Using Student Growth to Evaluate Educators of Students with Disabilities written by Lynn Holdheide and published by . This book was released on 2012 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the current emphasis in educational policy on improving teacher effectiveness, states and school districts are quickly developing and implementing new models of teacher evaluation. However, few models address the unique challenges in accurately measuring achievement growth of students with disabilities (including those participating in general assessments or alternate assessments) and connecting that growth to teacher effects. To improve teacher practices and academic outcomes for students with disabilities, it is critical that we design evaluation systems that account for diverse teacher roles, student learning goals and trajectories, and assessment means (e.g., standardized, alternative, and formative). Unfortunately, little is known--in terms of research and practice--about whether student growth can be adequately measured for students with disabilities and appropriately attributed to teachers for the purpose of teacher evaluation. Therefore, it is crucial that the field come together to develop a strategic agenda that can be used to guide the development and/or the use of measures to assess student growth while also collecting research to validate state and school district efforts. In an effort to inform state and district practices, the National Comprehensive Center for Teacher Quality (TQ Center), the Council of Chief State School Officers (CCSSO) Assessing Special Education Students State Collaborative on Assessment and Student Standards (ASES SCASS), and ETS collaboratively convened a two-day forum (September 26-27, 2011) for select stakeholders to discuss the challenges and help inform policy, practice, and research regarding the use of the growth of students with disabilities for measuring teacher effectiveness. The specific topics discussed included individual and school-level value-added models, student learning objectives (SLOs), classroom-based measures, and alternate assessments (descriptions are included later in the report). For each topic, this brief outlines the benefits, the challenges, state and district considerations, implementation implications, and needed research. Also included are the results of a survey conducted prior to the forum on state efforts and the available research. Appended are: (1) Participants; (2) Agenda; and (3) Available Research.
Download or read book Alternative Student Growth Measures for Teacher Evaluation written by Moira McCullough and published by . This book was released on 2015 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: Alternative student growth measures for teacher evaluation: Implementation experiences of early-adopting districts: State requirements to include student achievement growth in teacher evaluations are prompting the development of alternative ways to measure growth in grades and subjects not covered by state assessments. These alternative growth measures use two primary approaches: (1) value-added models (VAMs) applied to end-of-course and commercial assessments; and (2) student learning objectives (SLOs) selected by teachers with the approval of their principals. Information is limited, however, on how these alternative growth measures can be used to evaluate teachers and on their costs and benefits. REL Mid-Atlantic sought to develop new information by conducting case studies to examine the implementation experiences of eight districts that were early adopters of alternative measures of student growth. District administrators, principals, teachers, and teachers' union representatives were interviewed for the study. The study found that alternative growth measures have been used for many purposes other than teacher evaluation, but SLOs are unique in their use to adapt and improve instruction. Although the alternative measures show a wider range of teacher performance relative to previous evaluation systems without measures of student growth, evidence on the reliability and validity of alternative measures--especially SLOs--is limited. Districts implementing SLOs most often reported increased collaboration as a benefit, while alternative assessment-based VAMs were perceived as fairer than SLOs for making comparisons among teachers. Both types of alternative growth measures come with costs and implementation challenges. SLOs are substantially more labor-intensive relative to alternative-assessment based VAMs. More research is needed on the statistical properties of the alternative measures, the approaches districts are taking to offset implementation costs, and innovative solutions to overcome implementation challenges. The following are appended: (1) Study sample selection, data collection, and analysis; (2) How the sample districts incorporate alternative student growth measures into teacher evaluation systems; (3) Benefits of using alternative student growth measures for student populations with special needs; (4) Contextual factors influencing implementation: funding, policies and politics, and teachers' unions; (5) District administrator interview protocol; (6) Principal interview protocol; (7) Teacher interview protocol; and (8) Teachers' union representative interview protocol.
Download or read book The New Handbook of Teacher Evaluation written by Jason Millman and published by Corwin Press. This book was released on 1990 with total page 453 pages. Available in PDF, EPUB and Kindle. Book excerpt: A worthy successor to 'The Handbook of Teacher Evaluation', this landmark volume is an important source of information for anyone concerned with teacher evaluation, training and development.
Download or read book Incorporating Student Performance Measures Into Teacher Evaluation Systems written by Jennifer L. Steele and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The authors analyze the systems of three districts and two states that have begun or are planning to incorporate measures of student performance into teacher evaluations. They examine how the systems are addressing assessment quality, evaluating teachers in nontested subjects and grades, and assigning teachers responsibility for particular students. The authors also discuss measurement challenges for policymakers to consider.
Download or read book Early Childhood Assessment written by National Research Council and published by National Academies Press. This book was released on 2008-12-21 with total page 501 pages. Available in PDF, EPUB and Kindle. Book excerpt: The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments.
Download or read book The Framework for Teaching Evaluation Instrument 2013 Edition written by Charlotte Danielson and published by . This book was released on 2013 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: The framework for teaching document is an evolving instrument, but the core concepts and architecture (domains, components, and elements) have remained the same.Major concepts of the Common Core State Standards are included. For example, deep conceptual understanding, the importance of student intellectual engagement, and the precise use of language have always been at the foundation of the Framework for Teaching, but are more clearly articulated in this edition.The language has been tightened to increase ease of use and accuracy in assessment.Many of the enhancements to the Framework are located in the possible examples, rather than in the rubric language or critical attributes for each level of performance.
Download or read book Classroom Assessment and the National Science Education Standards written by National Research Council and published by National Academies Press. This book was released on 2001-08-12 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know? This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning. Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system.
Download or read book SAGE Handbook of Research on Classroom Assessment written by James H. McMillan and published by SAGE. This book was released on 2013 with total page 577 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achieventment and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education.
Download or read book Teacher Evaluation written by Anthony J. Shinkfield and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher Evaluation: Guide to Professional Practice is organized around four dominant, interrelated core issues: professional standards, a guide to applying the Joint Committee's Standards, ten alternative models for the evaluation of teacher performance, and an analysis of these selected models. The book draws heavily on research and development conducted by the Federally funded national Center for Research on Educational Accountability and Teacher Evaluation (CREATE). The reader will come to grasp the essence of sound teacher evaluation and will be able to apply its principles, facts, ideas, processes, and procedures. Finally, the book invites and assists school professionals and other readers to examine the latest developments in teacher evaluation.
Download or read book Using Student Growth to Evaluate Teachers written by Aleksandr Shneyderman and published by . This book was released on 2015 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: In accordance with the federal No Child Left Behind (NCLB) law of 2001, 100% of students were expected to become proficient on state assessments of reading and mathematics by the end of 2013-2014 academic year. Schools that consistently failed to meet the NCLB's Adequate Yearly Progress requirements were subject to penalties. In 2011, the U.S. Department of Education invited each State educational agency (SEA) to request flexibility regarding specific requirements of the NCLB in exchange for "rigorous and comprehensive State-developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of instruction." In order to receive flexibility from the NCLB Adequate Yearly Progress requirements, states had to develop and implement "high-quality teacher and leader evaluation and support systems that are based on multiple measures, including student growth as a significant factor and other measures of professional practice." At the time of the publication of this brief, most states received flexibility waivers. Currently, these states are at different stages in the process of implementing their teacher evaluation and support systems. Many of them use Value-Added Models (VAM) similar to those used in Florida, while others use the Student Growth Percentile (SGP) approach. In this brief the authors compare three methods of teacher evaluation: (1) the State system employing value-added models; (2) a district-level procedure using single-level regression; and (3) a common alternative approach utilizing student growth percentiles. All three methods start by constructing predictions of student test performance based on prior achievement data and student characteristics. At this basic building block level, all three approaches produce virtually identical results. As the methodologies diverge in techniques of aggregation, teacher-level and school-level summary indices begin to separate, but remain remarkably comparable.
Download or read book Knowing What Students Know written by National Research Council and published by National Academies Press. This book was released on 2001-10-27 with total page 383 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Handbook on Teacher Portfolios for Evaluation and Professional Development written by Pamela Tucker and published by Routledge. This book was released on 2013-10-18 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book and downloadable resources show school leaders how to develop teacher portfolios and put them into action. They will provide confidence and credibility as you engage in: - "high stakes" summative evaluations - initial hiring, tenure, and other key personnel decisions - fostering a school culture which encourages high levels of performance This book and downloadable resources provide a reliable and easy way for teachers to: - collect and analyze data about their effectiveness - monitor and improve their own performance - improve student learning Adopting the templates in this book and downloadable resources will enable you to define: - standards which describe actual duties and activities of teachers - behaviors which indicate the quality of teaching - "artifacts" which provide evidence of teaching and learning - scoring rubrics which assist in objective evaluation The downloadable resources, contain easy-to-use templates of performance assessment rubrics, feedback forms, and other documents to help you organize & implement Teacher Portfolios in your school.
