The Value Of Value Added Methodology


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The Value Of Value Added Methodology

  1. 1. The Value of Value Added Methodology <br />By Sidonye Williams<br />AED 6335 School Evaluation<br />Summer 2010<br />
  2. 2. Value Added Methodology in Education <br />It measures actual growth in student learning.<br />It can provide educators with valuable diagnostic information about students.<br />It can measure teachers effectiveness in the classroom.<br />Overall it can lead to better informed decisions that benefit everyone with stake in improving teaching and learning!<br />
  3. 3. Student growth<br />Students should be tested in each grade and each subject every year. <br />We can then focus on the students’ gains, instead of on raw scores.<br />Students’ performance will be compared to his or her own past performance<br />
  4. 4. Using Value added Data<br />Helps target individual interventions by analyzing students’ learning trajectories<br />Assessing the fairness and efficiency of advanced course placements<br />A better chance of meeting the needs of all students<br />
  5. 5. Single Standardized test cause “Shed patterns”<br />Williams Sanders created the term “Shed Patterns”. If you graph the gains described it creates a downward sloping line from left to right. Creating a picture similar to the shape of a tool shed.<br />Students with the lowest past performance make the greatest gains, but those who start with higher scores make little gains.<br />To much focus on the low performance students means we are holding back the other students.<br />
  6. 6. William Sanders stated that<br />The goal of educators and the school system is that each child should gain approximately the same amount, Anything else is unethical<br />
  7. 7. teacher’s effectiveness<br />Teacher’s effectiveness is the single largest factor affecting academic growth of populations of students. <br />The Tennessee Value Added Assessment System that uses statistical mixed model methodology has been demonstrated to produce estimates of school and teacher effects that are free of soioeconomicconfoundings.<br />
  8. 8. Sander’s research Shows<br />The effects of a bad teacher, or two consecutive bad teachers can stick with a child for years.<br />Highly effective teachers can push students to make significant gains regardless of their school’s location.<br />
  9. 9. Classroom Contextual variables<br />Effects of classroom size and classroom hetrogeneity should be viewed as inhibitors to the appropriate use of student outcome data in teacher assessment.<br />A major component of a teacher’s evaluation should include a reliable and valid measure of a teacher’s effect on student academic growth over time.<br />
  10. 10. Teachers do make a difference<br />Teachers who are effective with low achieving students teach those students. <br />Teachers that are effective with middle achieving students teach those students<br />Only low performing students make the greatest gains.<br />Only middle performing students make the greatest gains.<br />
  11. 11. Conclusion<br />Principals should use value added data to make assignment decisions by matching teacher strength to student need.<br />Every state has the capacity to provide educators with value added data<br />Value Added data is helping educators find ways to improve their schools.<br />
  12. 12. Additional Information<br />The information provide in this presentation was based on the following researches:<br />Value-Added Assessment from Student Achievement Data: Opportunities and Hurdles by William L. Sanders, July 2000<br />Teacher and Classroom context Effects on Student Achievement: Implications for Teacher Evaluation by S. Paul Wright, Sandra P. Horn, and William L. Sanders, <br />
  13. 13. Additional Websites of information are listed on the handout. Thank You<br />