Performance—Chapter 10

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Performance—Chapter 10

  1. 1. Performance—Chapter 10 Michelle Baker-Herring
  2. 2. Learning Objectives • Identify varying approaches to assess the performance of K-12 students • Comprehend mechanisms for assessing educational leaders • Engage with issues associated with evaluating school effectiveness • Comprehend value-added performance measures • Utilize national and international perspectives on educational performance
  3. 3. National and International Assessments of Education Performance • The National Assessment of Educational Progress (NAEP): The Nations Report Card • Grades 4, 8 and 12 • Conducted every two years
  4. 4. National and International Assessments of Education Performance • Trends in International Mathematics and Science Study (TIMSS) • Grades 4 and 8 • Conducted every four years
  5. 5. Assessing School Level Performance • Time: A year’s worth of growth vs. several years of performance data • Subjects Tested: Math and ELA…Science on the horizon?
  6. 6. Assessing School Level Performance • Student Subgroups: – Ethnicity – Special Education Status – Economic Status
  7. 7. Value Added Performance Measures • Longitudinal growth of a group of students from one grade level to the next
  8. 8. Assessment of Leadership Performance • Administrative Standards and Licensing – Accreditation of graduate programs – Licensing for principals
  9. 9. Assessment of Leadership Performance • American Association of School Administrators (AASA) – Seven competencies – All future efforts to develop standards for administrators are based on the seven competencies
  10. 10. Assessment of Leadership Performance • Interstate School Leaders Licensure Consortium (ISLLC) – National Standards – Seven guiding principles – Further developed six standards – Another initiative of the ISLLC group is the Collaborative Professional Development Process for School Leaders
  11. 11. Assessment of Leadership Performance • Assessing the Performance of School Leaders – In 2002, The Educational Testing Service (ETS) built a framework that created rubrics based on the ISLLC standards that include four themes
  12. 12. Assessment of Leadership Performance • Assessing the Performance of School Leaders – In 2004, Douglas Reeves designed the Multidimensional Leadership Assessment, a standards-based system based on performance-rating scales covering ten dimensions of leadership behavior
  13. 13. Assessment of Leadership Performance • Assessing the Performance of School Leaders – Researchers Peabody College of Vanderbilt University, created a framework for assessing learning- centered leadership entitled Vanderbilt Assessment of Leadership in Education (VAL-Ed) – Formative and Summative evaluation of leadership behaviors
  14. 14. Assessing the Performance of Students • The No Child Left Behind(NCLB) Act requires testing for all students in grades three through eight in reading and math as well as three grades in science to make Adequate Yearly Progress (AYP) • All students will be proficient by 2014
  15. 15. Assessing the Performance of Students • Types of Student Assessment – Formative – Summative – Standardized – Nonstandardized – Norm-referenced – Criterion-referenced
  16. 16. Assessing the Performance of Students • Formative Assessment – Frequent and ongoing – Used provide timely and effective feedback – Occurs during the learning, or as the learner is “forming” the knowledge – Homework, quizzes, class work, observation and conversation – Allows for adjustments of instruction
  17. 17. Assessing the Performance of Students • Summative Assessment – Used to determine what a students know after the learning, or when the student can “sum up” the knowledge they have gained – Can be standardized or nonstandardized
  18. 18. Assessing the Performance of Students • Standardized Assessment – Usually developed by a team of content and testing specialists – Created to reduce errors in testing situations – Avoid item bias – Students tested at the same time, using the same method and similar environment – Used to compare students to criteria or a representative group of students
  19. 19. Assessing the Performance of Students • Norm-Referenced Test – Purpose to give student performance scores that can be compared and ranked with a sample of the target population or socioeconomic or racial group – Scores reported as percentile ranks, national stanines, normal curve, standard scores and scale scores
  20. 20. Assessing the Performance of Students • Criterion-Referenced Test – Used to determine what learning objectives have been mastered by a student – Test items are not designed to distribute students across a normal curve, designed to assess individual mastery – Constructed by classroom, school, district, state and national levels
  21. 21. Assessing the Performance of Students • Nonstandardized Assessments – Formative and Summative assessment of student mastery, curricular objectives, and content – Can be assessments of and for learning – Important for data-based decision making
  22. 22. Assessing the Performance of Students • Technical Issues Associated with Assessments – Validity – Reliability

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