This presentation discusses considerations for using tests in teacher evaluation in Colorado. Key requirements include assessments constituting 50% of evaluations using statewide tests and growth models. Unique aspects of Colorado's approach include evaluating progress on "catch up" and "keep up" metrics using the Colorado Growth Model. The presentation notes issues like inconsistent results from different tests and models, potential bias, and problems translating rankings to ratings. It recommends using multiple assessments and models to arrive at effectiveness determinations.
This document summarizes two studies: a comparative study and a non-comparative study. The comparative study compared student satisfaction and learning outcomes between an online course and equivalent face-to-face course. It found no significant differences in student satisfaction, perceptions of interaction and support, or learning outcomes between the two formats. The non-comparative study identified three factors that contribute significantly to student satisfaction in online courses: clear structure, engaged instructors, and dynamic discussions. Both studies used student surveys and collected data at the end of the semester from hundreds of students across multiple courses.
The document summarizes a presentation on assessing group wiki projects using peer and self-assessment. It describes using wikis for group work, challenges with group work assessment, and a case study where chemistry students were split into groups to create wikis and were assessed based on peer and self assessments, individual assignments, and staff evaluations of the wiki quality and student contributions. The results showed peer assessments were generally consistent with staff evaluations for individual contribution marks, but less consistent for overall group work quality due to different evaluation criteria between students and staff.
The document describes two studies that compare different learning environments:
1) A study comparing student performance and satisfaction in a blended learning MBA accounting course versus a traditional in-person course. Surveys found similar learning outcomes between the two but that aspects of each could be incorporated to improve the other.
2) A study examining how student learning styles, strategies, and characteristics influence learning in online courses. It found learning styles and patterns did not affect online achievement.
This document discusses using data to drive instruction in Title 1 schools. It emphasizes that data about teacher-student relationships, discipline, attendance, climate and resources can guide administrators and educators. An effective data plan considers factors impacting student learning, collects and analyzes different types of data, and uses the analysis to inform decisions. The document also stresses that schools need resources to properly collect and analyze data, especially behavioral data, and they must implement changes based on the data analysis for it to be effective.
The document discusses a study on the effects of "Course Fusion", a data-driven student placement process, on early reading achievement. It found that Course Fusion had a significant positive impact on reading skills, especially for disadvantaged students. While control schools saw smaller gains for low-income and at-risk students, those using Course Fusion saw improved rates of learning and closed achievement gaps over 3 years. The study provides evidence that using objective data and rubrics in placement can improve equity and access to education.
This document outlines a plan of action from the Campaign for Standardized Testing Reform to address issues with standardized testing in the United States. The plan proposes reducing the frequency of standardized tests by eliminating graded tests in grades 2-6 and only administering tests in grades 7, 9, and 11. It also aims to improve education by removing teacher evaluations based on student test scores and allowing teachers more freedom in developing curriculum. The campaign seeks to accomplish these goals in order to increase the effectiveness of assessments, lower testing costs, and eliminate negative impacts on teachers.
Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009Steve Vitto
This is an overview of the RTI process presented by Steve Vitto in East Grand Rapids in November 2008. Steve can be contacted at svitto@muskegonisd.org
This document summarizes two studies: a comparative study and a non-comparative study. The comparative study compared student satisfaction and learning outcomes between an online course and equivalent face-to-face course. It found no significant differences in student satisfaction, perceptions of interaction and support, or learning outcomes between the two formats. The non-comparative study identified three factors that contribute significantly to student satisfaction in online courses: clear structure, engaged instructors, and dynamic discussions. Both studies used student surveys and collected data at the end of the semester from hundreds of students across multiple courses.
The document summarizes a presentation on assessing group wiki projects using peer and self-assessment. It describes using wikis for group work, challenges with group work assessment, and a case study where chemistry students were split into groups to create wikis and were assessed based on peer and self assessments, individual assignments, and staff evaluations of the wiki quality and student contributions. The results showed peer assessments were generally consistent with staff evaluations for individual contribution marks, but less consistent for overall group work quality due to different evaluation criteria between students and staff.
The document describes two studies that compare different learning environments:
1) A study comparing student performance and satisfaction in a blended learning MBA accounting course versus a traditional in-person course. Surveys found similar learning outcomes between the two but that aspects of each could be incorporated to improve the other.
2) A study examining how student learning styles, strategies, and characteristics influence learning in online courses. It found learning styles and patterns did not affect online achievement.
This document discusses using data to drive instruction in Title 1 schools. It emphasizes that data about teacher-student relationships, discipline, attendance, climate and resources can guide administrators and educators. An effective data plan considers factors impacting student learning, collects and analyzes different types of data, and uses the analysis to inform decisions. The document also stresses that schools need resources to properly collect and analyze data, especially behavioral data, and they must implement changes based on the data analysis for it to be effective.
The document discusses a study on the effects of "Course Fusion", a data-driven student placement process, on early reading achievement. It found that Course Fusion had a significant positive impact on reading skills, especially for disadvantaged students. While control schools saw smaller gains for low-income and at-risk students, those using Course Fusion saw improved rates of learning and closed achievement gaps over 3 years. The study provides evidence that using objective data and rubrics in placement can improve equity and access to education.
This document outlines a plan of action from the Campaign for Standardized Testing Reform to address issues with standardized testing in the United States. The plan proposes reducing the frequency of standardized tests by eliminating graded tests in grades 2-6 and only administering tests in grades 7, 9, and 11. It also aims to improve education by removing teacher evaluations based on student test scores and allowing teachers more freedom in developing curriculum. The campaign seeks to accomplish these goals in order to increase the effectiveness of assessments, lower testing costs, and eliminate negative impacts on teachers.
Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009Steve Vitto
This is an overview of the RTI process presented by Steve Vitto in East Grand Rapids in November 2008. Steve can be contacted at svitto@muskegonisd.org
The document summarizes key findings from a study on classroom observation tools conducted as part of the Measures of Effective Teaching (MET) project. The study evaluated five classroom observation tools on their reliability and validity. It found that for high-stakes decisions, multiple observations are needed to reliably measure teacher effectiveness. Additionally, classroom observations should be combined with student achievement gains and student feedback to provide a more complete assessment of teaching quality. Policymakers and practitioners are encouraged to choose tools with clear expectations, ensure observer accuracy, conduct multiple observations, track reliability, and verify that observation scores align with student outcomes.
Dr. Lautrice Nickson, PhD Dissertation Defense, Dr. William Allan Kritsonis, ...William Kritsonis
This dissertation analyzed factors influencing special education teacher retention and attrition in Texas public schools. Quantitative data found campus administrator, mentor, and parental support were associated with teacher retention, while qualitative findings emphasized the importance of campus administrator and mentor support. The study recommended improving support from campus administrators, central office administrators, mentors, and parents to increase special education teacher retention.
Teacher opinions about the use of Value-Added models llee18
The document discusses a study where a major urban newspaper published rankings of teacher effectiveness using Value-Added Modeling (VAM) based on standardized test scores. The newspaper also provided teachers an opportunity to respond to their rankings. This research examines a subset of those teacher responses to understand their perceptions of using test scores to determine effectiveness. The study aims to give voice to teachers' perspectives, as policy decisions often exclude their views. The document provides background on the challenges of effective teacher evaluation and limitations of VAM models. It notes the study's research question is what are perceptions of teachers in a large urban district regarding VAM evaluations, and whether opinions differ by ranking or years of experience.
The document summarizes Dwayne Squires' capstone project for his master's degree. It discusses using handheld technology like graphing calculators to help middle school students with graphing, analyzing, interpreting, and communicating math and science data. It outlines the needs analysis, instructional objectives and strategies, technology used, and formative evaluation results which showed the need for some minor revisions. The goal is for students to increase their ability to make inferences from data and communicate scientific procedures and explanations.
This document summarizes research on in-service group training for early childhood care providers. It finds that while such training can improve care quality and child outcomes, most studies have limitations. Specifically, few measure behaviors or social validity, use strong research designs, provide procedure details, or promote generalization. The document also proposes a three-tier framework to address the eight dimensions of applied behavior analysis in such research more fully.
This document analyzes different methods for preparing for the USMLE Step 1 exam. The author conducted surveys of medical students at UT Health Science Center (UTHSC) about their study methods and Step 1 scores. Regression analysis found that using High Yield review materials had a positive impact on scores, while group tutoring sessions and checking out books from the student academic support services had negative impacts. Surveys of students on an online forum found some differences in common study resources compared to UTHSC students. The author concludes that specific study resources may have little effect and recommends schools provide alternative prep support and consider curricular reforms. Future research with multiple schools and better controls is needed.
CypherWorx OST Effiacy Study Results 2015Steve Stookey
This document summarizes the findings of a data analysis conducted by Dr. James Marshall on a pilot study of six e-learning courses completed by 147 participants in San Antonio, Texas. The key findings were:
1) Participants showed statistically significant improvements on test scores from pre- to post-test across all six courses, indicating knowledge gains. Scores increased an average of 17.5% to 32.7% depending on the course.
2) Pre-test scores varied more than post-test scores, suggesting participants ended up with more similar levels of knowledge after completing the courses.
3) Participant demographics, such as age, education level and experience generally matched national averages for the afterschool field
Post 7. comparative and non comparative evaluation in educational technologymazin
The document summarizes two studies:
1. A comparative study that compared student satisfaction and learning outcomes between online and face-to-face courses. It found that while both groups were satisfied, face-to-face students had more positive views of interaction and support.
2. A non-comparative study that examined how a computer system called KnowCat helped develop students' metacognitive knowledge. Interviews found that KnowCat improved students' awareness of learning processes and strategies.
Quantitative External Project: Kentucky Professional Development Framework Im...LMweas
This study examined the relationship between classroom settings (child care, head start, or public preschool) and the extent to which educators implemented what they learned from training in their classrooms. The study analyzed data from 198 educators in Kentucky. Chi-square tests found no significant relationship between the classroom setting and implementation of training. Further, Cramer's V effect size showed only a weak relationship between the variables. While the variables were independent, the study contributed to understanding how Kentucky's professional development framework and educators' training levels impact program quality and child outcomes.
This document summarizes two studies: a comparative study and a non-comparative study. The comparative study compared student satisfaction and learning outcomes between an online course and equivalent face-to-face course. It found no significant differences in student satisfaction, perceptions of interaction and support, or learning outcomes between the two formats. The non-comparative study identified three factors that contribute to student satisfaction in online courses: clear structure, engaged instructors, and dynamic discussions. It used multiple data collection instruments but had a small sample size.
1) The document discusses a study examining the relationship between student satisfaction, learning design, and academic performance using data from over 111,000 students across 150+ modules.
2) The study found that student satisfaction had a limited relationship with learning outcomes, while learning design strongly influenced student engagement, satisfaction, and performance. Constructivist and socio-constructivist learning designs positively predicted satisfaction and completion rates.
3) The conclusions recommend improving understanding of students through communication, and interpreting student evaluations as a developmental tool to identify strengths and areas for improvement.
Comparative and non-comparative evaluation in Educational technologyAlaa Sadik
The document discusses four major categories of evaluation research in educational technology: developmental studies, cost-benefit analysis studies, perception and performance studies, and non-comparative studies. Developmental studies investigate the strengths and weaknesses of educational technology designs, like online learning environments. Cost-benefit analysis studies examine the cost elements of educational technologies and compare costs and effectiveness of different formats like online versus printed materials. Perception and performance studies investigate student perceptions and learning outcomes of educational technologies compared to traditional methods. Non-comparative studies examine factors related to successful learning in educational technologies without direct comparison, like the relationship between student learning styles, strategies, and achievement.
Looking for feedback and comments on my action research presentation. Please identify yourself as well as your institution or teaching role. Thank you so much
The document discusses New York State's implementation of the Danielson Framework for teacher evaluations, which requires frequent classroom observations, multiple measures of student learning, and the creation of a personal learning network to support the changes. It provides an agenda for a session on the Danielson Framework, details of New York's teacher evaluation law, examples of classroom observations, and strategies for building a professional learning community.
Attendance and student performance arp (1)Cindy Paynter
The document presents research on the relationship between student attendance and academic performance. It finds that students with higher absenteeism, defined as missing 18 or more days of school, performed at lower levels on standardized tests than students who missed 7 or fewer days. Specifically, higher percentages of chronically absent students scored at the novice level in science and social studies assessments compared to their regularly attending peers. The author concludes that attendance impacts student achievement and that the school needs to implement strategies to improve attendance in order to help more students succeed academically.
The document discusses two projects exploring formative assessment practices in open and distance learning environments. It finds that while students engage with formative assessment, their understanding of it varies, and it is not always used extensively. Formats of assessment have changed in these environments due to new technologies, but focus has been on tools rather than effective assessment approaches. The study found diversity in practices across three institutions, with two demonstrating elements of good formative assessment practice like periodic rather than end-of-year evaluations. It concludes that a conceptual model is needed to make formative assessment work purposefully in open and distance learning.
This document discusses Iowa State University's use of online course evaluations through their Class Climate system. It provides an overview of the benefits of online evaluations compared to paper evaluations, the process of administering the evaluations, who has access to the reports, and how the Animal Science department utilizes the evaluation results. The presentation aims to help faculty understand how to interpret and apply the student feedback to improve their teaching.
Using Data for Continuos School Improvementlindamtz88
This document discusses using different types of data for continuous school improvement, including perceptual data, student learning data, school process data, and demographic data. It outlines a statewide system in Nebraska to provide professional development training to analyze data at all levels, from school staff to statewide cadres. Key aspects of the data training include the four Nebraska Data Literacies: what do the data show, why might this be, how should we respond, and did our response produce results. The document also provides resources for perceptual data surveys available through the Nebraska Department of Education.
Dokumen tersebut membahas tiga jenis layanan email, yaitu email berbasis web di mana pengguna harus masuk ke situs web penyedia layanan untuk mengakses email, POP mail di mana protokol POP digunakan untuk mengambil pesan email dari server ke komputer pengguna saat terhubung, dan cara mengatur koneksi POP mail antara Gmail dan Outlook 2007.
The document discusses the importance of identifying characters, setting, and problem/solution in a story. It prompts the reader to analyze the children's book "Should I Share My Ice Cream?" by Mo Willems, asking questions about Gerald the elephant being the main character, the setting, Gerald's ice cream being the problem and what happened to it being the solution, and Gerald's ice cream being personified.
The document summarizes key findings from a study on classroom observation tools conducted as part of the Measures of Effective Teaching (MET) project. The study evaluated five classroom observation tools on their reliability and validity. It found that for high-stakes decisions, multiple observations are needed to reliably measure teacher effectiveness. Additionally, classroom observations should be combined with student achievement gains and student feedback to provide a more complete assessment of teaching quality. Policymakers and practitioners are encouraged to choose tools with clear expectations, ensure observer accuracy, conduct multiple observations, track reliability, and verify that observation scores align with student outcomes.
Dr. Lautrice Nickson, PhD Dissertation Defense, Dr. William Allan Kritsonis, ...William Kritsonis
This dissertation analyzed factors influencing special education teacher retention and attrition in Texas public schools. Quantitative data found campus administrator, mentor, and parental support were associated with teacher retention, while qualitative findings emphasized the importance of campus administrator and mentor support. The study recommended improving support from campus administrators, central office administrators, mentors, and parents to increase special education teacher retention.
Teacher opinions about the use of Value-Added models llee18
The document discusses a study where a major urban newspaper published rankings of teacher effectiveness using Value-Added Modeling (VAM) based on standardized test scores. The newspaper also provided teachers an opportunity to respond to their rankings. This research examines a subset of those teacher responses to understand their perceptions of using test scores to determine effectiveness. The study aims to give voice to teachers' perspectives, as policy decisions often exclude their views. The document provides background on the challenges of effective teacher evaluation and limitations of VAM models. It notes the study's research question is what are perceptions of teachers in a large urban district regarding VAM evaluations, and whether opinions differ by ranking or years of experience.
The document summarizes Dwayne Squires' capstone project for his master's degree. It discusses using handheld technology like graphing calculators to help middle school students with graphing, analyzing, interpreting, and communicating math and science data. It outlines the needs analysis, instructional objectives and strategies, technology used, and formative evaluation results which showed the need for some minor revisions. The goal is for students to increase their ability to make inferences from data and communicate scientific procedures and explanations.
This document summarizes research on in-service group training for early childhood care providers. It finds that while such training can improve care quality and child outcomes, most studies have limitations. Specifically, few measure behaviors or social validity, use strong research designs, provide procedure details, or promote generalization. The document also proposes a three-tier framework to address the eight dimensions of applied behavior analysis in such research more fully.
This document analyzes different methods for preparing for the USMLE Step 1 exam. The author conducted surveys of medical students at UT Health Science Center (UTHSC) about their study methods and Step 1 scores. Regression analysis found that using High Yield review materials had a positive impact on scores, while group tutoring sessions and checking out books from the student academic support services had negative impacts. Surveys of students on an online forum found some differences in common study resources compared to UTHSC students. The author concludes that specific study resources may have little effect and recommends schools provide alternative prep support and consider curricular reforms. Future research with multiple schools and better controls is needed.
CypherWorx OST Effiacy Study Results 2015Steve Stookey
This document summarizes the findings of a data analysis conducted by Dr. James Marshall on a pilot study of six e-learning courses completed by 147 participants in San Antonio, Texas. The key findings were:
1) Participants showed statistically significant improvements on test scores from pre- to post-test across all six courses, indicating knowledge gains. Scores increased an average of 17.5% to 32.7% depending on the course.
2) Pre-test scores varied more than post-test scores, suggesting participants ended up with more similar levels of knowledge after completing the courses.
3) Participant demographics, such as age, education level and experience generally matched national averages for the afterschool field
Post 7. comparative and non comparative evaluation in educational technologymazin
The document summarizes two studies:
1. A comparative study that compared student satisfaction and learning outcomes between online and face-to-face courses. It found that while both groups were satisfied, face-to-face students had more positive views of interaction and support.
2. A non-comparative study that examined how a computer system called KnowCat helped develop students' metacognitive knowledge. Interviews found that KnowCat improved students' awareness of learning processes and strategies.
Quantitative External Project: Kentucky Professional Development Framework Im...LMweas
This study examined the relationship between classroom settings (child care, head start, or public preschool) and the extent to which educators implemented what they learned from training in their classrooms. The study analyzed data from 198 educators in Kentucky. Chi-square tests found no significant relationship between the classroom setting and implementation of training. Further, Cramer's V effect size showed only a weak relationship between the variables. While the variables were independent, the study contributed to understanding how Kentucky's professional development framework and educators' training levels impact program quality and child outcomes.
This document summarizes two studies: a comparative study and a non-comparative study. The comparative study compared student satisfaction and learning outcomes between an online course and equivalent face-to-face course. It found no significant differences in student satisfaction, perceptions of interaction and support, or learning outcomes between the two formats. The non-comparative study identified three factors that contribute to student satisfaction in online courses: clear structure, engaged instructors, and dynamic discussions. It used multiple data collection instruments but had a small sample size.
1) The document discusses a study examining the relationship between student satisfaction, learning design, and academic performance using data from over 111,000 students across 150+ modules.
2) The study found that student satisfaction had a limited relationship with learning outcomes, while learning design strongly influenced student engagement, satisfaction, and performance. Constructivist and socio-constructivist learning designs positively predicted satisfaction and completion rates.
3) The conclusions recommend improving understanding of students through communication, and interpreting student evaluations as a developmental tool to identify strengths and areas for improvement.
Comparative and non-comparative evaluation in Educational technologyAlaa Sadik
The document discusses four major categories of evaluation research in educational technology: developmental studies, cost-benefit analysis studies, perception and performance studies, and non-comparative studies. Developmental studies investigate the strengths and weaknesses of educational technology designs, like online learning environments. Cost-benefit analysis studies examine the cost elements of educational technologies and compare costs and effectiveness of different formats like online versus printed materials. Perception and performance studies investigate student perceptions and learning outcomes of educational technologies compared to traditional methods. Non-comparative studies examine factors related to successful learning in educational technologies without direct comparison, like the relationship between student learning styles, strategies, and achievement.
Looking for feedback and comments on my action research presentation. Please identify yourself as well as your institution or teaching role. Thank you so much
The document discusses New York State's implementation of the Danielson Framework for teacher evaluations, which requires frequent classroom observations, multiple measures of student learning, and the creation of a personal learning network to support the changes. It provides an agenda for a session on the Danielson Framework, details of New York's teacher evaluation law, examples of classroom observations, and strategies for building a professional learning community.
Attendance and student performance arp (1)Cindy Paynter
The document presents research on the relationship between student attendance and academic performance. It finds that students with higher absenteeism, defined as missing 18 or more days of school, performed at lower levels on standardized tests than students who missed 7 or fewer days. Specifically, higher percentages of chronically absent students scored at the novice level in science and social studies assessments compared to their regularly attending peers. The author concludes that attendance impacts student achievement and that the school needs to implement strategies to improve attendance in order to help more students succeed academically.
The document discusses two projects exploring formative assessment practices in open and distance learning environments. It finds that while students engage with formative assessment, their understanding of it varies, and it is not always used extensively. Formats of assessment have changed in these environments due to new technologies, but focus has been on tools rather than effective assessment approaches. The study found diversity in practices across three institutions, with two demonstrating elements of good formative assessment practice like periodic rather than end-of-year evaluations. It concludes that a conceptual model is needed to make formative assessment work purposefully in open and distance learning.
This document discusses Iowa State University's use of online course evaluations through their Class Climate system. It provides an overview of the benefits of online evaluations compared to paper evaluations, the process of administering the evaluations, who has access to the reports, and how the Animal Science department utilizes the evaluation results. The presentation aims to help faculty understand how to interpret and apply the student feedback to improve their teaching.
Using Data for Continuos School Improvementlindamtz88
This document discusses using different types of data for continuous school improvement, including perceptual data, student learning data, school process data, and demographic data. It outlines a statewide system in Nebraska to provide professional development training to analyze data at all levels, from school staff to statewide cadres. Key aspects of the data training include the four Nebraska Data Literacies: what do the data show, why might this be, how should we respond, and did our response produce results. The document also provides resources for perceptual data surveys available through the Nebraska Department of Education.
Dokumen tersebut membahas tiga jenis layanan email, yaitu email berbasis web di mana pengguna harus masuk ke situs web penyedia layanan untuk mengakses email, POP mail di mana protokol POP digunakan untuk mengambil pesan email dari server ke komputer pengguna saat terhubung, dan cara mengatur koneksi POP mail antara Gmail dan Outlook 2007.
The document discusses the importance of identifying characters, setting, and problem/solution in a story. It prompts the reader to analyze the children's book "Should I Share My Ice Cream?" by Mo Willems, asking questions about Gerald the elephant being the main character, the setting, Gerald's ice cream being the problem and what happened to it being the solution, and Gerald's ice cream being personified.
This blog post introduces and provides examples of different types of phrasal verbs in English. It discusses how some phrasal verbs can have two different meanings depending on context. It also explains that most phrasal verbs taking an object can be separated, with some exceptions. Finally, it notes that some phrasal verbs take a second preposition and provides examples of these. The post aims to help readers better understand phrasal verbs.
A career expo will be held on March 9, 2015 from 10:00am to 2:00pm at the Cultural Arts Center at Glen Allen. The expo will connect job seekers with 90 local employers representing a variety of industries and offer opportunities for full-time, part-time, and internship positions. Employers attending will include companies such as Altria, CarMax, Colonial Williamsburg, Mead Westvaco, State Farm, and SunTrust Bank. The career expo is free and open to the public, and is sponsored by the VT Alumni of Richmond.
Scholarly knowledge production has not kept pace with innovation on the web. The Collaborative Knowledge Foundation (CKF) is building open source solutions in scholarly knowledge production that foster collaboration, integrity and speed. Community driven open source technology can transform knowledge production, specifically scholarly or scientific publishing making it more collaborative, open and reproducible.
Este documento describe el desarrollo y validación de un método analítico por cromatografía en capa delgada para estudios de estabilidad del naproxeno. Se determinaron los factores que más influyen en la estabilidad del naproxeno, siendo los medios ácidos, oxidantes y la luz los que causaron mayor degradación. El método validado se propone aplicar en estudios de estabilidad de supositorios de naproxeno para uso infantil y adulto.
Tamara Tallie was the teacher of a 4-year old boy in 2013. She had a natural ability with children and the boy loved her immediately and enjoyed going to school. She had the patience and love needed to teach young children, and always sent the boy home with a smile. The parents were sad when her school closed down, and feel she would be an asset to any establishment due to her passion for working with children. They wish her the best in her future endeavors and thank her for the love and attention she gave to their son.
Design Upstream: Advancing Strategic Design Without Going Against the Current
Delivered at MadPow's Heathcare Refactored conference on April 2 2015 in Boston MA
Presentation to the National Emergency Number Association (NENA) to include building information in Next Generation 9-1-1. Content includes an overview of standards and a data architecture that would work.
Консервативность лотерейного рынка и тенденция к запрету игорного бизнеса во многих странах послужили поводом для разработки игры Hololoto. Презентацию лотерейной системы, не имеющей аналогов в мире, на Georgia Gaming Congress в Тбилиси провел руководитель британского проекта Кирилл АЛЕКСЕЕВ.
Este documento presenta orientaciones para la evaluación psicopedagógica del alumnado con altas capacidades. Proporciona protocolos para la detección e identificación de este alumnado en educación infantil y primaria, así como técnicas para su evaluación psicopedagógica que incluyen pruebas de creatividad, cuestionarios y escalas. Finalmente, analiza las necesidades educativas de estos estudiantes y ofrece recomendaciones para darles una atención adaptada.
This document summarizes key issues around implementing teacher evaluation frameworks based on student test scores and growth measures. It discusses different types of performance metrics like growth and improvement. It also highlights issues with aligning tests to instruction, instability of value-added results, differences between value-added models, and controlling for statistical error in evaluations. The document provides examples of performance data from districts and cautions that value-added metrics are normative and do not measure absolute improvement over time.
Ed Reform Lecture - University of ArkansasJohn Cronin
This document discusses issues related to using standardized test scores in teacher evaluations and for dismissal purposes. It notes that using tests as the main evidence for dismissal will likely lead to expensive legal battles by experts. Evaluation systems could also face legal challenges if they have disparate impacts. Additionally, measurement issues make attributing student growth or lack of growth to a single teacher imprecise. Alternative approaches are proposed that give more weight to classroom observations and use test data to validate rather than determine ratings.
Connecticut mesuring and modeling growthJohn Cronin
John Cronin presented on the use of student growth measures in teacher evaluations in Connecticut. Connecticut requires that 45% of evaluations be based on student growth, including state test scores and other indicators. Evaluations also consider teacher practice, whole school indicators, and feedback. However, Cronin discussed issues with using growth measures including measurement error, lack of instructional sensitivity, and instability of results. Multiple years of data are recommended to account for these issues.
Connecticut mesuring and modeling growthJohn Cronin
John Cronin presented on issues educators need to know about using tests for high-stakes evaluation in Connecticut. He discussed Connecticut's evaluation requirements, including that 45% must be based on student growth, 40% on teacher practice, and the remaining 15% on other factors. He also outlined issues with using growth and value-added measures, such as measurement error, lack of random assignment, and instability of results. The presentation recommended using multiple measures and years of data for evaluation and understanding the limitations of these types of measures.
Connecticut mesuring and modeling growthJohn Cronin
John Cronin presented on the use of student growth measures in teacher evaluations in Connecticut. Connecticut requires that 45% of evaluations be based on student growth, including state test scores and other indicators. Evaluations also consider teacher practice, whole school indicators, and feedback. However, Cronin discussed issues with using growth measures including measurement error, lack of instructional sensitivity, unfairness to teachers, and instability of results. Multiple years of data are recommended to account for these issues.
John Cronin presented on issues administrators need to know about using tests for high-stakes teacher evaluation. He discussed that tests should be one part of a comprehensive evaluation using multiple data sources like observations and participation. He outlined issues like not all subjects have appropriate assessments and tests may not accurately measure all students. Cronin recommended embracing growth measurement formatively in addition to outcomes and using multiple years of student achievement data in evaluation.
The document discusses various issues around student assessment and accountability. It provides data on teacher and administrator perspectives on standardized testing and uses of assessment data. A majority of teachers believe students are over-tested and too much time is spent on test preparation. The document also examines different approaches to teacher evaluation, including value-added models and student growth percentiles, noting issues with reliability and fairness. It emphasizes the importance of principals in evaluation and using multiple measures, not just test scores, to differentiate teacher performance.
Teacher evaluation and goal setting connecticutJohn Cronin
The document discusses implementing teacher evaluation systems in Connecticut. It covers:
1) The purposes of teacher evaluation, which can include both formative feedback to help teachers improve as well as summative judgments to make decisions about employment.
2) The importance of differentiating evaluations for teachers and principals given their different roles and impact, as well as the risks of not differentiating.
3) Strategies for setting reasonable and rigorous student growth goals for teachers, including using multiple data sources and metrics to set attainable yet ambitious goals.
Taking control of the South Carolina Teacher Evaluation frameworkNWEA
This document discusses recommendations for improving teacher evaluation frameworks. It advocates that evaluations should focus on helping teachers improve, be controlled by principals, and use multiple measures rather than solely relying on test scores. An effective framework uses evidence of teaching practices, student learning, and professional responsibilities. While testing and observations are part of evaluations, their results must be interpreted carefully. Overall evaluations should provide meaningful performance differentiations to help retain top educators and dismiss ineffective ones.
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Overview of assessments, growth, and value added in a teacher evaluation context
Local school board members are a key link between school districts and communities. They represent public concerns around testing and can hold district officials accountable. Given the critical role that local school boards play, Achieve and the National School Boards Association have developed “Assessment 101” resources for school board members. This professional development module is designed to:
· outline the critical role school boards play in supporting high quality assessment systems;
· introduce school board members to key assessment concepts and issues;
· provide an introduction to the Student Assessment Inventory for School Districts as a process to streamline testing and support limited, high-quality assessments for all students.
Maximizing student assessment systems croninJohn Cronin
This document discusses strategies for maximizing student assessment systems. It begins by describing characteristics of compliance-based assessment systems, which focus on external accountability and are perceived as punitive. It then outlines seven principles for effective assessment systems: 1) Assessments are valid and useful, 2) Teachers are trained to administer assessments, 3) Results are aligned to audience needs, 4) Metrics encourage a focus on all learners, 5) Redundant assessments are eliminated, 6) Results are timely and useful, and 7) The system promotes transparency and a long-term focus. The document provides examples and considerations for implementing each principle.
Presentación del estudio realizado por la profesora Susanna Loeb y otros autores (Universidad de Stanford) en la sede del Instituto Nacional de Evaluación Educativa (marzo 2013) sobre cómo medir la calidad de los directores a partir de las puntuaciones de los alumnos en test estandarizados.
This document discusses strategies for maximizing student assessment systems. It advocates defining your own assessment goals rather than focusing solely on compliance. It provides seven principles for effective assessment programs: 1) Define assessment purposes and ensure validity, 2) Educate teachers on assessments, 3) Align results to audience needs, 4) Eliminate redundant assessments, 5) Deliver timely results, 6) Use metrics that focus on all students, and 7) Contribute to transparency and long-term focus. The document argues that assessment goals, metrics, and incentives should support all students rather than just those near performance cutoffs.
Using Assessment Data for Educator and Student GrowthNWEA
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This presentation reviews major topics to be considered when using assessment data in implementing a school's program of educator and student growth and evaluation. By attending this workshop, participants will improve their assessment literacy, learn how to improve student achievement and instructional effectiveness through thoughtful data use, and discuss common issues shared by educators when using data for evaluative purposes.
The document summarizes research conducted by Rajeeb Das and Timothy Brophy at the University of Florida to better understand faculty engagement in assessment processes and identify opportunities for improvement. Through surveys of assessment coordinators, stakeholder interviews, and faculty focus groups, they identified that faculty value assessment when it is used for student and program improvement. However, influential factors like class size and disciplinary accreditation requirements, as well as misconceptions about reporting requirements, can impact engagement. Based on these findings, the researchers made recommendations like facilitating peer sharing of assessment practices and clarifying reporting guidelines to cultivate greater faculty involvement.
Standardized tests are used to evaluate students, schools, and educational programs. While they provide benefits like objectivity and allowing for comparisons, they also have disadvantages. Supporters argue standardized tests provide consistent evaluation, enable tracking of academic progress, and inform decisions. However, critics argue they may not fully capture abilities and could narrow curriculum if teaching is focused on passing tests. Potential biases and limiting assessment to standardized methods are also concerns. Overall, standardized tests need to be one part of a broader evaluation system to balance their advantages with limitations.
This document discusses student growth and teacher evaluations in Illinois. It explains that in 2010, Illinois passed a law called PERA that changed how teachers and principals are evaluated to include student growth as a significant factor. School districts must decide how they will measure student growth, including what types of assessments to use. They must also determine how much student growth will count towards teacher evaluations. The document provides recommendations and issues for districts to consider to ensure student growth is properly assessed and incorporated into teacher evaluations.
NYSCOSS Conference Superintendents Training on Assessment 9 14NWEA
This document discusses using data wisely from a superintendent's perspective. It covers three main topics: assessment basics, improving assessment programs, and developing a data culture. The document emphasizes that what is measured gets attended to, so assessments must be properly aligned and designed. It also stresses using multiple years of data to provide context and control for outside factors to fairly evaluate teachers. Developing the right assessment systems and using data thoughtfully can significantly improve student achievement.
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Colorado assessment summit_teacher_eval
1. Presenter - John Cronin, Ph.D.
Contacting us:
NWEA Main Number: 503-624-1951
E-mail: rebecca.moore@nwea.org
This PowerPoint presentation and recommended resources are
available at our our Slideshare site
http://www.slideshare.net/JohnCronin4/colorado-assessment-
summitteachereval
Considerations when using tests for
teacher evaluation
2. Key Colorado requirements related to
testing
• Assessment constitutes 50% of the evaluation.
• Statewide summative assessments for subjects in which available.
Districts will be on their own for other subjects.
• Use of the Colorado Growth Model with statewide assessment.
• A measure of individually attributed or collectively attributed student
growth.
• Local measure must be credible, valid (aligned), reliable, and inferences
from the measure must be supportable by evidence and logic.
• The law requires that the measures should support consistent inferences.
• Rating of ineffective or partially effective can lead to loss of non-
probationary status.
• If a value-added model is used the model must be transparent enough to
permit external evaluation.
3. Unique characteristics of the
Colorado approach
• Student progress counts for 50% of the
evaluation.
• Teachers are evaluated on both a “catch up”
and “keep up” metric (at least on TCAP)
• The Colorado Growth Model will be used to
evaluate progress (at least on TCAP)
4. A finding of effectiveness or ineffectiveness is
more defensible when it is arrived at by:
1. Two or more assessments of different designs.
2. Two or more models of different designs.
3. As many cases as possible.
It is not good to choose tests or models for local
assessment in hopes that they will mimic the
state assessment.
5. If evaluators do not
differentiate their
ratings, then all
differentiation
comes from the test.
7. Results of Tennessee Teacher Evaluation
Pilot
0%
10%
20%
30%
40%
50%
60%
1 2 3 4 5
Value-added result
Observation Result
8. Results of Georgia Teacher Evaluation Pilot
Evaluator Rating
ineffective
Minimally Effective
Effective
Highly Effective
9. Bill and Melina Gates Foundation (2013, January). Ensuring Fair and Reliable Measures of Effective
Teaching: Culminating Findings from the MET Projects Three-Year Study
Observation by Reliability coefficient
(relative to state test
value-added gain)
Proportion of test
variance
explained
Model 1 – State test – 81%
Student surveys 17% Classroom
Observations – 2%
.51 26.0%
Model 2 – State test – 50%
Student Surveys – 25%
Classroom Observation – 25%
.66 43.5%
Model 3 – State test – 33% -
Student Surveys – 33%
Classroom Observations – 33%
.76 57.7%%
Model 4 – Classroom Observation
50%
State test – 25%
Student surveys – 25%
.75 56.2%
Reliability of evaluation weights in predicted
stability of student growth gains year to year
10. Bill and Melina Gates Foundation (2013, January). Ensuring Fair and Reliable Measures of Effective
Teaching: Culminating Findings from the MET Projects Three-Year Study
Observation by Reliability coefficient
(relative to state test
value-added gain)
Proportion of test
variance
explained
Principal – 1 .51 26.0%
Principal – 2 .58 33.6%
Principal and other administrator .67 44.9%
Principal and three short
observations by peer observers
.67 44.9%
Two principal observations and
two peer observations
.66 43.6%
Two principal observations and
two different peer observers
.69 47.6%
Two principal observations one
peer observation and three short
observations by peers
.72 51.8%
Reliability of a variety of teacher observation
implementations
11. Testing
Metric (Growth or Gain Score)
Analysis (Value Added Effect
Size and/or ranking)
Evaluation (Performance
Rating)
How tests are used to evaluate teachers and
principals
12. Issues in the use of growth measures
Instructional alignment
Tests used for teacher evaluation
must align to the teacher’s
instructional responsibilities.
13. Common problems with instructional
alignment
• Using school level math and reading
results in the evaluation of music,
art, and other specials teachers.
• Using general tests of a discipline
(reading, math, science) as a major
component of the evaluation high
school teachers delivering specialized
courses.
14. Florida Teachers Sue Over Evaluation System
New York Times, April 17, 2013
Seven Florida teachers have brought a federal lawsuit to protest job evaluation
policies that tether individual performance ratings to the test scores of students
who are not even in their classes. The suit, which was filed Tuesday in
conjunction with three local affiliates of the National Education Association in
Federal District Court for the Northern District of Florida in Gainesville, says
Florida’s two-year-old evaluation system violates teachers’ rights of due process
and equal protection. Under a 2011 law, schools and districts must evaluate
teachers in part based on how much their students learn, as measured by
standardized tests. But since Florida, like most states, administers only math and
reading tests and only in selected grades, many teachers do not teach tested
subjects. One of the plaintiffs, a first-grade teacher, was rated on the
basis of test scores of students in a different school in her
district, and another, who teaches vocational classes to aspiring
health care workers, was rated based on test scores of students in
grades and subjects she had never taught. “This lawsuit highlights the
absurdity of the current evaluation system,” said Andy Ford, president of the
Florida Education Association.
16. Inconsistency occurs because
• Of differences in test design.
• Differences in testing conditions.
• Differences in models being applied to
evaluate growth.
17. Test Retest
Test 1
Time 1
Test 2
Time 1
Test 1
Time 2
Test 2
Time 2
The reliability problem –
Inconsistency in testing conditions
18. Test 1
Time 1
Test 2
Time 1
Test 1
Time 2
Test 2
Time 2
The reliability problem –
Inconsistency in testing conditions
Test 1
Time 1
Test 2
Time 1
Test 1
Time 2
Test 2
Time 2
Test 1
Time 1
Test 2
Time 1
Test 1
Time 2
Test 2
Time 2
19. The problem with spring-spring testing
3/11 4/11 5/11 6/11 7/11 8/11 9/11 10/11 11/11 12/11 1/12 2/12 3/12
Teacher 1 Summer Teacher 2
20. Characteristics of value-added metrics
• Value-added metrics are inherently NORMATIVE.
• If below average = partially effective then half of the
average staff will be partially effective.
• Value-added metrics can’t measure progress of the
larger group over time.
• Extreme performance is more likely to have alternate
explanations.
21. New York City
• Margins of error can be very large
• Increasing n doesn't always decrease the
margin of error
• The margin of error in math is typically less
than reading
22. Los Angeles Unified
• Teachers can easily rate in multiple categories
• The choice of model can have a large impact
• Models effect English more than Math
• Teachers do better in some subjects than
others
• More complex models don't necessarily favor
the teacher
23. “The findings indicate that these modeling
choices can significantly influence outcomes
for individual teachers, particularly those in
the tails of the performance distribution who
are most likely to be targeted by high-stakes
policies.”
Ballou, D., Mokher, C. and Cavalluzzo, L. (2012) Using Value-Added Assessment for Personnel
Decisions: How Omitted Variables and Model Specification Influence Teachers’ Outcomes.
Instability at the tails of the
distribution
LA Times Teacher #1
LA Times Teacher #2
24. “Significant evidence of bias plagued the value-added model
estimated for the Los Angeles Times in 2010, including significant
patterns of racial disparities in teacher ratings both by the race of
the student served and by the race of the teachers (see
Green, Baker and Oluwole, 2012). These model biases raise the
possibility that Title VII disparate impact claims might also be filed
by teachers dismissed on the basis of their value-added estimates.
Additional analyses of the data, including richer models using
additional variables mitigated substantial portions of the bias in the
LA Times models (Briggs & Domingue, 2010).”
Baker, B. (2012, April 28). If it’s not valid, reliability doesn’t
matter so much! More on VAM-ing & SGP-ing
Teacher Dismissal.
Possible racial bias in models
26. Issues with the Colorado Growth
Model
• When applied to MAP it discards the
advantages of a cross-grade scale and robust
growth norms.
• It is a descriptive and not a causal model.
• As currently applied it does not control for
factors outside the teacher’s influence that
may affect student growth.
27. A brief commentary on the Colorado Growth
Model
It’s limitations
•It does not support inference.
•It does not take advantage of the
useful characteristics of a vertical
scale.
•It uses only prior scores and past
testing history to evaluate growth.
28. A brief commentary on the Colorado Growth
Model
Other limitations
•The model can’t be used for cross-
state comparisons.
• The model is problematic for
assessing long-term trends.
30. Translating ranked data to ratings -
principles
• There is no “science” per se around translating a
ranking to a rating. If you call a bottom 40% teacher
ineffective that is a judgment.
• The rating process can be politicized.
• The process is easy to over-engineer.
31. New York Rating System
• 60 points assigned from classroom observation
• 20 points assigned from state assessment
• 20 points assigned from local assessment
• A score of 64 or less is rated ineffective.
33. Cheating
Atlanta Public Schools
Crescendo Charter Schools
Philadelphia Public Schools
Washington DC Public Schools
Houston Independent School
District
Michigan Public Schools
34. Unintended Consequences?
• Many principals and teachers (including good ones)
will seek schools or teaching assignments that they
think will improve their results.
• Principals and teachers may game the system,
inadvertently or intentionally.
• Many teachers will seek opportunities to avoid
grades with standardized tests.
• Ranking metrics can discourage cooperation among
principals and teachers – finding ways to reward
teamwork and cooperation are important.
35. Case Study #1 - Mean value-added performance in mathematics by
school – fall to spring
-8.00
-6.00
-4.00
-2.00
0.00
2.00
4.00
6.00
36. Case Study #1 - Mean spring and fall test duration in minutes by
school
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
Spring term
Fall term
38. Differences in fall-spring test durations
Case Study # 2
15%
25%
60%
Mathematics
Spring < Fall Spring = Fall Spring > Fall
0.0
1.0
2.0
3.0
4.0
5.0
6.0
Spring < Fall Spring = Fall Spring > Fall
GrowthIndex
Mathematics
Differences in growth index score
based on fall-spring test durations
39. Case Study # 2
42%
33%
25%
Fall < Spring Fall = Spring Fall > Spring
-5.0
-4.5
-4.0
-3.5
-3.0
-2.5
-2.0
-1.5
-1.0
-0.5
0.0
Fall < Spring Fall = Spring Fall >Spring
Differences in spring -fall test durations Differences in raw growth based by
spring-fall test duration
How much of summer loss is really summer loss?
40. Case Study # 2
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
10.0
0
20
40
60
80
100
120
140
160
180
200
GrowthIndex
Minutes
School
Growth Index Fall test duration Spring test duration
Differences in fall-spring test duration (yellow-black) and
Differences in growth index scores (green) by school
41. Negotiated goals – Student Learning
Objectives
• Negotiated goals (SLOs) are likely to be
necessary in some subjects.
• It is difficult to set fair and reasonable goals
for improvement absent norms or context.
• It is likely that some goals will be absurdly high
and others way too low.
42. Ways to evaluate the attainability of a goal
• Prior performance
• Performance of peers within the system
• Performance of a norming group
43. One approach to evaluating the attainment
of goals.
Students in La Brea Elementary School show
mathematics growth equivalent to only 2/3 of the
average for students in their grade.
Level 4 – (Aspirational) – Students in La Brea Elementary School will
improve their mathematics growth equivalent to 1.5 times the average
for their grade.
Level 3 – (Proficient) Students in La Brea Elementary School will
improve their mathematics growth equivalent to the average for their
grade.
Level 2 – (Marginal) Students in La Brea Elementary School will
improve their mathematics growth relative to last year.
Level 1 – (Unacceptable) Students in La Brea Elementary School
do not improve their mathematics growth relative to last year.
44. Is this goal attainable?
62% of students at John Glenn Elementary met or exceeded
proficiency in Reading/Literature last year. Their goal is to improve
their rate to 82% this year. Is the goal attainable?
362 351 291
173
73 14 3
0
100
200
300
400
Growth
> -30%
> -20% > -10% > 0% > 10% > 20% > 30%
Oregon schools – change in
Reading/Literature proficiency 2009-10 to
2010-11 among schools that started with
60% proficiency rates
45. Is this goal attainable and
rigorous?
45% of the students at La Brea elementary showed average growth or
better last year. Their goal is to improve that rate to 50% this year. Is
their goal reasonable?
0%
20%
40%
60%
80%
100%
Students with average or better annual
growth in Repus school district
46. The selection of metrics matters
Students at LaBrea Elementary School
will show growth equivalent to 150% of
grade level.
Students at Etsaw Middle School will
show growth equivalent to 150% of grade
level.
48. Percent of a year’s growth in
mathematics
0%
20%
40%
60%
80%
100%
120%
140%
160%
180%
200%
2 3 4 5 6 7 8 9
PercentofaYear’sGrowth
Mathematics
49. Assessing the difficult to measure
• Encourage use of performance assessment and rubrics.
• Encourage outside scoring
– Use of peers in other buildings, professionals in the field,
contest judges
• Make use of resources
– Music educator, art educator, vocational professional
associations
– Available models – AP art portfolio.
– Use your intermediate agency
– Work across buildings
• Make use of classroom observation.
50. Possible legal issues
• Title VII of the Civil Rights Act of 1964 –
Disparate impact of sanctions on a protected
group.
• State statutes that provide tenure and other
related protections to teachers.
• Challenges to a finding of “incompetence”
stemming from the growth or value-added
data.
51. Recommendations
• Embrace the formative advantages of growth
measurement as well as the summative.
• Create comprehensive evaluation systems with
multiple measures of teacher effectiveness (Rand,
2010)
• Select measures as carefully as value-added models.
• Use multiple years of student achievement data.
• Understand the issues and the tradeoffs.
52. Presenter - John Cronin, Ph.D.
Contacting us:
NWEA Main Number: 503-624-1951
E-mail: rebecca.moore@nwea.org
This PowerPoint presentation and recommended
resources are available at our Slideshare site
http://www.slideshare.net/JohnCronin4/colorado-
assessment-summitteachereval
Thank you for attending this event