Value Added Assessment

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  • 1. The value in Value- Added assessments
    Judy Fang AED 6335
  • 2. The purpose of value added assessment
    The primary purpose of this type of assessment is to provide diagnostics back to the teacher, principal and school for review and appropriate action.
    Responsibility =“Response” ability
    It is our duty to hold ourselves accountable for our students’ growth.
  • 3. What is Value Added Assessment?
    Measures longitudinal growth
    Testing could be influenced by variety of factors
    Analyzation of comparable plots
    Aggregation of data across classrooms
    Eliminating external variables as the causes for learning rates
  • 4. Three conditions for value-added Model
    Scales of measure highly correlated to specific curriculum
    Sufficient stretch in the assessment instrument
    Appropriate reliabilities of measurement
  • 5. The ultimate Goal of value added assessment
    Educators need to ratchet up academic achievement for every child. Teachers need to learn how to analyze and confront their own data in regards to quality teaching and learning of students.
  • 6. Research findings
    Shed Patterns: when the lowest achievers make the greatest gains in the classrooms and the highest achievers are held back.
    Tee-Pee patterns: when the teachers focus their instruction on the middle (average student). Average students make the greatest gains and those at the bottom and top realize less of a gain.
  • 7. Research findings
    Percent Cumulative Norm Gains- “ How much progress should educators expect students to make during years in school?”
    Variability of Teacher Effectiveness- using shrinkage estimation to avoid false negatives findings, you can measure bug differences in teacher effectiveness.
    As one travels up the grade levels in a school, the variability of teacher effectiveness increases.
  • 8. Effective teachers and value added
    Measuring impact of cumulative effect of teachers on populations separates teachers by effectiveness in quintiles and looks as the impact of cumulative effect on student achievement.
    Potential Growth = Effectiveness of Teacher
  • 9. Teacher effectiveness over time
    First 10-12 years growing effectiveness
    20-22 years highest level of effectiveness
    Last third of career- possible decrease in effectiveness
    Teachers need to confront their own data= teachers need to assess whether or not they are effective teachers!
  • 10. What does this mean for educators?
    Differences in teacher effectiveness is the single largest factor affecting academic growth.
    It’s not poverty, race, ethnicity, genetics, or any other external “excuse”- it is the teacher.
  • 11. How will you contribute to…
    Value- added assessments?
    Differentiated Instruction?
    Becoming a highly effective teacher?
    Becoming a highly effective school?
    Highly effective schools link teachers over grade levels and focus on gains in achievement grade by grade.
  • 12. Highly Effective teachers…
    Ensure all children achieve
    Teach students from where they are
    Differentiate instruction and focus on individual growth
    Make excellent gains across previous achievement spectrum
  • 13. Additional Research
    Value Added Assessment: An Accountability Revolution
    http://education-consumers.com/articles/value_added_assessment.shtm
    Value –Added Assessment from Student Achievement Data: Opportunities and Hurdles
    http://www.sas.com/govedu/edu/research.html