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.
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Overview of assessments, growth, and value added in a teacher evaluation context
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.
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Discussion ab out trends in assessment and accountability for National Superintendent's Dialogue
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Overview of assessments, growth, and value added in a teacher evaluation context
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.
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Discussion ab out trends in assessment and accountability for National Superintendent's Dialogue
Data and assessment powerpoint presentation 2015Erica Zigelman
Presented for Datag in Albany, NY. This presentation is all about multiple types of data you may obtain within your classroom and how to assess your students.
E assessment conference scotland 2014 presentation>
As technology evolves and becomes more integrated into education, the data trail created by learners is enormous. The analysis of this data referred to as “Learning analytics” drives learning in a cyclical pattern; data is collected, analysed, and interventions are made based on the data. After these interventions, more data is collected and analysed, and additional (perhaps different) interventions are made.
This presentation outlines how the data related to assessments is collected from three different projects within DCU and then analysed with the aim of improving the student learning experience. Each project has two common threads; making life easier for the lecturer and improving the experience of the student.
Presentations morning session 22 January 2018 HEFCE open event “Using data to...Bart Rienties
With the Teaching Excellence Framework being implemented across England, a lot of higher education institutions have started to ask questions about what it means to be “excellent” in teaching. In particular, with the rich and complex data that all educational institutions gather that could potentially capture learning gains, what do we actually know about our students’ learning journeys? What kinds of data could be used to infer whether our students are actually making affective (e.g., motivation), behavioural (e.g., engagement), and/or cognitive learning gains? Please join us on 22 January 2018 in lovely Milton Keynes at a free OU- and HEFCE-supported event on Using data to increase learning gains and teaching excellence.
10.30-11.00 Welcome and Coffee
11.00-11.30 Lightning presentations by participants, outlining insights about learning gains
1130-1300 Insights from the ABC-Learning Gains project
Dr Jekaterina Rogaten (OU): Reviewing affective, behavioural and cognitive learning gains in higher education of 54 learning gains studies
Prof Bart Rienties & Dr Jekaterina Rogaten (OU): Are assessment scores good proxies of estimating learning gains: a large-scale study amongst humanities and science students
Prof Rhona Sharpe (University of Surrey) & Dr Simon Cross (OU): Insights from 45 qualitative interviews with different learning gain paths of high and low achievers
Dr Ian Scott (Oxford Brookes) & Dr Simon Lygo-Baker (OU): Making sense of learning trajectories: a qualitative perspective
Data and assessment powerpoint presentation 2015Erica Zigelman
Presented for Datag in Albany, NY. This presentation is all about multiple types of data you may obtain within your classroom and how to assess your students.
E assessment conference scotland 2014 presentation>
As technology evolves and becomes more integrated into education, the data trail created by learners is enormous. The analysis of this data referred to as “Learning analytics” drives learning in a cyclical pattern; data is collected, analysed, and interventions are made based on the data. After these interventions, more data is collected and analysed, and additional (perhaps different) interventions are made.
This presentation outlines how the data related to assessments is collected from three different projects within DCU and then analysed with the aim of improving the student learning experience. Each project has two common threads; making life easier for the lecturer and improving the experience of the student.
Presentations morning session 22 January 2018 HEFCE open event “Using data to...Bart Rienties
With the Teaching Excellence Framework being implemented across England, a lot of higher education institutions have started to ask questions about what it means to be “excellent” in teaching. In particular, with the rich and complex data that all educational institutions gather that could potentially capture learning gains, what do we actually know about our students’ learning journeys? What kinds of data could be used to infer whether our students are actually making affective (e.g., motivation), behavioural (e.g., engagement), and/or cognitive learning gains? Please join us on 22 January 2018 in lovely Milton Keynes at a free OU- and HEFCE-supported event on Using data to increase learning gains and teaching excellence.
10.30-11.00 Welcome and Coffee
11.00-11.30 Lightning presentations by participants, outlining insights about learning gains
1130-1300 Insights from the ABC-Learning Gains project
Dr Jekaterina Rogaten (OU): Reviewing affective, behavioural and cognitive learning gains in higher education of 54 learning gains studies
Prof Bart Rienties & Dr Jekaterina Rogaten (OU): Are assessment scores good proxies of estimating learning gains: a large-scale study amongst humanities and science students
Prof Rhona Sharpe (University of Surrey) & Dr Simon Cross (OU): Insights from 45 qualitative interviews with different learning gain paths of high and low achievers
Dr Ian Scott (Oxford Brookes) & Dr Simon Lygo-Baker (OU): Making sense of learning trajectories: a qualitative perspective
The Regents Reform Agenda & Improvement of Teaching PracticesCASDANY
A review or the Regents Reform Agenda in NYS, and how teacher improvement can affect student performance. A look into the standards and assessment, data systems to support instruction, great teachers and leaders, and turning around struggling schools as part of the Regents Reform Agenda.
Moving Beyond Student Ratings to Evaluate TeachingVicki L. Wise
Evidence of teaching quality needs to take into account multiple sources, as teaching is multidimensional. Moreover, the likelihood of obtaining reliable and valid data and making appropriate judgments are increased with more evidence.
Overall, assessments are used either as a Programmatic Assessment or as a Learning Assessment. One of the most familiar learning assessments is the multiple choice assessment that reflects the typical pen and paper traditional classroom test (Popham, 2006). However, these tests are not very easy to construct to ensure validity due to unclear directions, ambiguous statements, unintended clues, complicated syntax and difficult vocabulary (Popham, 2006). Other learning assessments with construct validity, such as the essay and the reflective journal, tend to focus on student-centered pedagogy. These assessments are ideal for assessing the learning outcomes of the individual and increase the student’s personal responsibility for their own learning. This reading document provides a brief summary of assessment tools that are available for both programmatic and learning.
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.
Dylan Wiliam seminar for district leaders accelerate learning with formative...NWEA
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Dylan Wiliam, internationally recognized researcher, formative assessment expert and founder of Keeping Learning on Track® believes districts that want to improve academic performance should make embedded formative assessment a priority.
Assessment Program Alignment: Making Essential Connections Between Assessment...NWEA
Presented by Mark Kessler at the Arizona Assessment Summit.
This session introduces a processes to assist educators in building data literacy district-wide. Aligning the use of current school and district assessments and understanding the interrelationships of assessment, curriculum, and instruction are emphasized. Participants collaborate in establishing priorities for assessment practices and appropriate use of resulting data.
Predicting Student Performance on the MSP-HSPE: Understanding, Conducting, an...NWEA
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Presented at Washington Educational Research Association (WERA) conference.
Presenters:
Highline Public Schools and Vancouver Public Schools
Sarah Johnson Sarah.Johnson@highlineschools.org
Paul Stern Paul.Stern@vansd.org
Presentation Overview:
- Background/The Value of Alignment Studies
- Highline’s Regression Study
- NWEA’s Linking Study
- Multi-District Regression Study
- Conclusions
- Applying the Results
Predicting Proficiency… How MAP Predicts State Test PerformanceNWEA
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Predicting Proficiency… How MAP predicts State Test Performance
Paul Stern, District Enterprise Analyst, Vancouver Public Schools, Sarah Johnson, Accountability Project manager, Highline Public Schools, Burien, WA
Fusion 2012, the NWEA summer conference in Portland, Oregon
NWEA routinely produces “Linking Studies” that explore the alignment between the RIT Scale and state student proficiency exams. This presentation will share the results of an alignment study that applied a methodology developed by the Highline School District. The presentation will focus on how the results of the two methods differ and how Vancouver Public Schools will use this information to inform instruction and guide student interventions.
Learning outcome:
- Learn how to define proficiency using MAP cut scores.
- Understand the alignment of MAP to Washington’s State Assessments.
- Learn how alignment studies can be conducted and used to inform instruction
Audience:
- Experienced data user
- Advanced data user
- District leadership
- Curriculum and Instruction
Vancouver Public Schools serves approximately 22,000 students in Vancouver, WA, an urban/suburban district across the river from Portland. The presenter is the enterprise analyst within the Information Technology Services department focused on predictive analytics and performance measurement.
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Connecting the Dots: CCSS, DI, NWEA, Help!
Eileen Murphy Buckley, NCTE author and Consultant, Chicago Public Schools, IL
Fusion 2012, the NWEA summer conference in Portland, Oregon
Participants will learn about how adopting the practices of close reading and evidence based argumentation emphasized in the Common Core State Standards can work seamlessly within a differentiated literacy program called CERCA. Through centers that promote engagement, independence, and rigor, students develop critical thinking skills, academic language skills, and practice the strategies and skills found throughout Descartes Continuum of Learning. As students move through centers designed to promote accountability for one's own learning and growth, teachers can strategically address individual and small group support and enrichment needs on a daily basis. The session is especially relevant for literacy in grades 5-8.
Learning outcome:
- Participants will understand the role of close reading and argumentation in increasing rigor and growth.
- Participants will understand the benefits of using a common language and shared practices for literacy in a system or school.
- Participants will understand how centers-based instruction can help teachers differentiate instruction on a regular basis.
Audience:
-Experienced data user
I have recently left Chicago Public Schools where I was the Director of Curriculum and Instruction for the AMPS Office (the office of Autonomous Schools.) The AMPS team brought the pilot of NWEA to CPS who has now adopted it system-wide. As part of the same team, we then led the Pershing Network within CPS. I helped schools evaluate, develop, and implement curriculum and instruction and professional development plans to help teachers help students meet growth targets and begin the implementation of CCSS through an evidence-based argumentation framework which 50 school grades 3-12 adopted.
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What’s New at NWEA: Power of Teaching
Fusion 2012, the NWEA summer conference in Portland, Oregon
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What’s New at NWEA: Skills Pointer
Fusion 2012, the NWEA summer conference in Portland, Oregon
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Finding Meaning in NWEA Data
Eric Lehew, Executive Director, Poway Unified School District, CA
Fusion 2012, the NWEA summer conference in Portland, Oregon
MAP data reports can be overwhelming. Making sense of how to use Descartes can be daunting. This session will share strategies, teacher videos and other resources to support teachers on the use of MAP data and Descartes statements to inform instruction. Strategies for using MAP with students will also be shared.
Learning outcome:
- Instructional decision making with key MAP reports
- Managing and effectively Descartes as an instructional tool
- Engaging students as active participants in your MAP process
Map using district for over 10 years and have developed a variety of tools to support student, teacher and parent participation with MAP data.
Audience:
- New data user
- District leadership
- Curriculum and Instruction
With a vision to expand virtual learning to all students, Beaufort County Schools has adopted an “Everywhere, All the Time” approach to education. The virtual summer school is not only intended to reduce summer learning loss, but also to engage parents as their child’s “learning coach.” The presentation will address the creative thoughts behind the virtual summer school, the implementation and logistics of managing such a system, and results.
An Alternative Method to Rate Teacher PerformanceNWEA
An Alternative Method to Rate Teacher Performance
Patricio A. Rojas, PH.D. Director of Research, Data & Assessment, Los Lunas, NM
Fusion 2012, the NWEA summer conference in Portland, Oregon
This session will provide participants the opportunity to experience an alternative method of rating teachers, under new regulations of New Mexico. This is an updated version of the work presented last year in FUSION 2011. The alternative method is needed because we do not have growth points in the year 2010-2011 in New Mexico.
Learning outcome:
- Learn easy graphs to analyze growth and how to rate teacher performance without using grown points.
Los Lunas is located 35 miles south from Albuquerque, the district has 9,000 students; 17 schools (3 high schools, 2 middle schools, and 12 elementary schools). The district is one of the few nationally accredited districts in the nation. We have been using MAP as short cycle assessment for the last six years. MAP scores are an important piece of data used to rate both schools and teachers.
Audience:
- Experienced data user
- District leadership
- Curriculum and Instruction
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Data Driven Learning and the iPad
Richard Harrold, Principal, ACS Cobham International School, UK
Fusion 2012, the NWEA summer conference in Portland, Oregon
ACS Cobham International School was one of the first schools to accompany its iPads implementation with a formal study of the effect on iPads in the affective and academic domains. This session will show how MAP data contributed to the study's conclusions and will provide participants with a tool to gauge the effectiveness of mobile technology in general and the iPad in particular. Using Engagement theory as a guide, ACS Cobham has completed a mixed methods study that will be of interest to schools exploring the potential of mobile devices to enhance both learning and affective domain behaviors. Educators keen to see how data driven goal setting can come alive for the iGeneration should attend.
Learning outcome
- How can the effect of mobile technology be objectively measured
- How can I make goal setting relevant to iGeneration students
Audience:
- New data user
- Experienced data user
- Advanced data user
- District leadership
- Curriculum and Instruction
ACS Schools combines three international schools on the outskirts of London, UK and one school in Doha, Qatar. The combined total of students is around 3,000. The three UK schools have been administering MAP since 2009. We use DesCartes and instructional resources across the district to guide instructional planning. Last year we began using NWEA Science tests for the first time. Our team includes our Assistant Head of School, the assistant principals from the Lower and Middle Schools, the assistant academic dean, a member of our IT support staff and three classroom teachers (one from each of the three divisions of the school using MAP).
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21st Century Teaching and Learning
Sue Beers, Director, Mid-Iowa School Improvement Consortium, IA
Fusion 2012, the NWEA summer conference in Portland, Oregon
What are the skills students will need to successfully navigate the 21st century? What are the learning preferences of today’s learners? Participants will explore a model for 21st century instructional planning that integrates learner attitudes, motivation, and engagement; effective use of technology; subject area content; the three Rs (reading, writing and math); and the four Cs (creativity, critical thinking, communication, and collaboration.
Learning outcome:
- Identify the learning preferences and styles of today's learners.
- Examine a model for incorporating 21st century skills with literacy skills and content standards.
Audience:
- District leadership
- Curriculum and Instruction
MISIC is a consortium of approximately 160 school districts in Iowa, focused on developing tools and resources to help improve student achievement.
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Thomas R. Guskey keynote address at Fusion 2012, the NWEA summer conference in Portland, Oregon.
"Grading and Reporting Student Learning"
You Want Us to Do WHAT????
Dr. Becky Blink, Data-Driven Instructional Solutions, LLC. WI
Fusion 2012, the NWEA summer conference in Portland, Oregon
Do you feel like your head is spinning with all the initiatives that have fallen into the field of education? This presentation will help you FUSE it all together MAP, common core, RTI, Odyssey (content partner to NWEA). Differentiated lesson plans will be shared; a newly designed template will be unveiled to help teachers create a plan for RTI intervention. These examples can provide you and your teachers with immediate practical applications to classroom instruction.
Learning Outcome:
- Participants will leave with an understanding of how to use MAP data to differentiate their universal classroom instruction.
- Participants will leave with an understanding of how to create their own lesson plan based on MAP data.
- Participants will leave with and overall concept of how MAP, RTI, common core standards, all fit together under one umbrella.
Audience:
- New data user
- Experienced data user
- Advanced data user
- District leadership
- Curriculum and Instruction
MAK MItchell keynote address at Fusion 2012, the NWEA summer conference in Portland, Oregon.
"Finding Ground Truth in Data:
Consensus Rules!"
MAK leads a consensus governance model for 900 principals of public schools and charters co-located on 380 campuses in New York City. In this keynote, she will tell the story of how her powerful learnings from campus consensus work became the source of a unique consensus turnaround model.
After detailing best practice consensus strategies from her governance work with campus principals, she poses the question: Can consensus become a lever for producing achievement results that last? MAK will be offering a workshop session later in the agenda that unpacks the turnaround consensus model in greater detail for those who are interested in implementation.
MAK Mitchell is the Executive Director of School Governance for the New York City Public Schools and President of ARMAK Associates. Previously, MAK served in Washington State as a professor and consultant of organizational change, superintendent and founder of numerous small high schools in Alaska. MAK earned both her master’s and doctoral degrees from the Harvard Graduate School of Education, and is a founding member of the Society for Organizational Learning.
Using DesCartes Instructional Ladders to Plan for Differentiated InstructionNWEA
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Using DesCartes Instructional Ladders to Plan for Differentiated Instruction
Sara Reiter, Project Manager, Excellence in Instruction, Kansas Public Schools, KS., Jan Brunell, Education Research Development Council, MN
Fusion 2012, the NWEA summer conference in Portland, Oregon
In this session you will see a transformation of DesCartes to teacher-friendly instructional ladders that have promoted differentiated instruction and quality lesson planning in our district. You will also learn how we work to meet the individual needs of all learners through the use of DesCartes instructional ladders in combination with other data including: growth data, national college-readiness data, state assessment data, and formative assessment data.
Learning outcome:
- Use DesCartes Instructional Ladders with other data to promote differentiated instruction and quality lesson planning.
Audience:
- New data user
- Experienced data user
- Advanced data user
- Curriculum and Instruction
Kansas City Kansas Public Schools is an urban district serving a diverse population of twenty thousand students. We have used MAP data to differentiate instruction and encourage student growth for the past six years.
Using DesCartes Instructional Ladders to Plan for Differentiated Instruction
Using tests for teacher evaluation texas
1. Using tests for high stakes evaluation, what
administrators need to know
TASA Midwinter Conference –
January 29, 2013
Austin, Texas
John Cronin, Ph.D.
Director
The Kingsbury Center @ NWEA
2. Using tests for high stakes evaluation,
what educators need to know.
Presenter - John Cronin, Ph.D.
Contacting us:
Rebecca Moore: 503-548-5129
E-mail: rebecca.moore@nwea.org
This PowerPoint presentation and recommended resources are
available at our SlideShare website:
http://www.slideshare.net/NWEA/tag/kingsbury-center
3. Much of the nation has moved from a
model of education reform that
focused on fixing schools to a model
that is focused on fixing the teaching
profession. Texas has not yet joined
this bandwagon, but administrators
need to understand the issues to
contribute to the public dialogue.
4. NWEA’s position on the use of
tests for teacher evaluation
• The principal or designated evaluator should control the
evaluation of teachers.
• Multiple sources of data should inform this evaluation
including:
– Classroom observation
– Evidence of student achievement
– Professional participation
• Tests may inform the evaluation process but should be a
controlling factor
5. Does NWEA participate in the use
of tests for teacher evaluation?
• We serve 5200 school systems throughout the United States.
• In many states, the use of local assessments is required as
part of the teacher evaluation.
• In these states we:
– Advise our partners on the issues associated with this issue.
– Work with partners to implement common solutions that are in
compliance with state mandates, fair to all stakeholders, and legally
defensible.
– Form state advisory groups of school systems to provide input to this
process, implement a common solution, and establish a network for
schools to get support from colleagues.
6. Primary sources of teacher
dismissal
• Top source – Economic layoff
• Second source – non-renewal of probationary
teachers
• Third source – dismissal for misconduct
• Fourth source – dismissal for incompetence.
7. What are the primary issues in using
tests for teacher evaluation
• Alignment between tests and curriculum
expectations
8. Issues in the use of tests for teacher
evaluation – curriculum alignment
1. Assessment of high school
subjects
2. Assessment of subjects without
assessments
9. Issues in the use of tests for teacher
evaluation – curriculum alignment
Assessment of subjects without
assessments
Music, art, PE, and many other
courses lack appropriate
assessments to measure
student learning and gains.
10. Issues in the use of tests for teacher
evaluation – curriculum alignment
Common Solutions that are
problematic
Solution - Hold all teachers
accountable for basic skills
Problem – This distracts
specialized teachers from their
core responsibilities and is not a
fair assessment of their job
performance
11. Issues in the use of tests for teacher
evaluation – curriculum alignment
Common Solutions that are
problematic
Solution – Evaluate by having
teachers develop SLO’s or
Student Learning Objectives
Problem – This creates a huge
evaluation load on
administrators and SLO’s are
often not rigorous or targeted to
all students
12. Issues in the use of tests for teacher
evaluation – curriculum alignment
Assessment of high school
subjects
We are aware of one district in the
United States that assesses all
courses. They manage 2600
tests.
State and standardized math and
reading tests do not always
closely align to the expectations
of math and English courses
13. How the teacher’s contribution to learning is
commonly measured by tests
Is the progress produced by this
teacher dramatically greater or
less than teaching peers that
deliver instruction to comparable
students?
14. Moving from Proficiency to Growth
All students count when
accountability is measured
through growth.
15. One district’s change in 5th grade math performance
relative to Kentucky cut scores
proficiency college readiness
16. Number of 5th grade students meeting math growth
target in the same district
17. Issues in the use of growth and value-
added measures
Measurement design of the
instrument
Many assessments are not
designed to measure growth.
Others do not measure growth
equally well for all students.
18. Tests are not equally accurate for all
students
California STAR NWEA MAP
19. Tests are not equally accurate for all
students
Grade 6 New York Mathematics
21. Issues in the use of growth and value-
added measures
“Among those who ranked in the top
category on the TAKS reading test, more
than 17% ranked among the lowest two
categories on the Stanford. Similarly
more than 15% of the lowest value-added
teachers on the TAKS were in the highest
two categories on the Stanford.”
Corcoran, S., Jennings, J., & Beveridge, A., Teacher Effectiveness on High and Low Stakes
Tests, Paper presented at the Institute for Research on Poverty summer workshop, Madison, WI
(2010).
22. Issues in the use of growth and value-
added measures
Instability of results
A variety of factors can cause value-
added results to lack stability.
Results are more likely to be stable
at the extremes. The use of
multiple-years of data is highly
recommended.
23. Issues in the use of growth and value-
added measures
Instability of results
Los Angeles Times Study
24. Reliability of teacher value-added
estimates
Teachers with growth scores in lowest and
highest quintile over two years using NWEA’s
Measures of Academic Progress
Bottom Top quintile
quintile Y1&Y2
Y1&Y2
Number 59/493 63/493
Percent 12% 13%
r .64 r2 .41
Typical r values for measures of teaching effectiveness range
between .30 and .60 (Brown Center on Education Policy, 2010)
25. Issues in the use of growth and value-
added measures
Control for statistical error
All models attempt to address this
issue. Nevertheless, many teachers
value-added scores will fall within
the range of statistical error.
26. Issues in the use of growth and value-
added measures
Control for statistical error
New York City
28. Issues in the use of growth and value-
added measures
Lack of random assignment
The use of a value-added model
assumes that the school doesn’t
add a source of variation that isn’t
controlled for in the model.
e.g. Young teachers are assigned
disproportionate numbers of
students with poor discipline
records.
29. Potential Litigation Issues
The use of value-added data for high stakes
personnel decisions does not yet have a strong,
coherent, body of case law.
Expect litigation if value-added results are the
lynchpin evidence for a teacher-dismissal case
until a body of case law is established.
30. 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.
31. Other issues
Security and Cheating
When measuring growth, one
teacher who cheats disadvantages
the next teacher.
32. Cheating
Atlanta Public Schools
Crescendo Charter Schools
Philadelphia Public Schools
Washington DC Public Schools
Houston Independent School
District
Michigan Public Schools
36. Security considerations
• Teachers should not be allowed to view the contents
of the item bank or record items.
• Districts should have policies for accomodation that
are based on student IEPs.
• Districts should consider having both the teacher and
a proctor in the test room.
• Districts should consider whether other security
measures are needed for both the protection of the
teacher and administrators.
37. 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.
38. Thank you for attending
Presenter - John Cronin, Ph.D.
Contacting us:
NWEA Main Number: 503-624-1951
E-mail: rebecca.moore@nwea.org
The presentation and recommended resources are
available at our SlideShare site:
http://www.slideshare.net/NWEA/tag/kingsbury-center
Editor's Notes
Race to the Top, Gates Foundation, Teach for America…
Beaverton Oregon laid off 204 of their 2300 teachers this fall. This dwarfs the number of teachers who have been laid off for incompetence over more than a decade.
Beaverton Oregon laid off 204 of their 2300 teachers this fall. This dwarfs the number of teachers who have been laid off for incompetence over more than a decade.
Beaverton Oregon laid off 204 of their 2300 teachers this fall. This dwarfs the number of teachers who have been laid off for incompetence over more than a decade.