The document discusses value-added assessment, which measures student growth and teacher effectiveness. It aims to provide teachers with diagnostic data to improve instruction. Value-added models require assessments that closely match curricula, can detect a range of student growth, and are reliably measured. The goal is for teachers to use data to increase all student achievement through differentiated instruction focused on individual growth. Research shows teacher effectiveness varies more between teachers than other factors and is the strongest influence on academic growth. Highly effective teachers ensure all students achieve and make excellent gains across achievement levels.

1. The value in Value- Added assessments Judy Fang AED 6335

2. The purpose of value added assessment The primary purpose of this type of assessment is to provide diagnostics back to the teacher, principal and school for review and appropriate action. Responsibility =“Response” ability It is our duty to hold ourselves accountable for our students’ growth.

3. What is Value Added Assessment? Measures longitudinal growth Testing could be influenced by variety of factors Analyzation of comparable plots Aggregation of data across classrooms Eliminating external variables as the causes for learning rates

4. Three conditions for value-added Model Scales of measure highly correlated to specific curriculum Sufficient stretch in the assessment instrument Appropriate reliabilities of measurement

5. The ultimate Goal of value added assessment Educators need to ratchet up academic achievement for every child. Teachers need to learn how to analyze and confront their own data in regards to quality teaching and learning of students.

6. Research findings Shed Patterns: when the lowest achievers make the greatest gains in the classrooms and the highest achievers are held back. Tee-Pee patterns: when the teachers focus their instruction on the middle (average student). Average students make the greatest gains and those at the bottom and top realize less of a gain.

7. Research findings Percent Cumulative Norm Gains- “ How much progress should educators expect students to make during years in school?” Variability of Teacher Effectiveness- using shrinkage estimation to avoid false negatives findings, you can measure bug differences in teacher effectiveness. As one travels up the grade levels in a school, the variability of teacher effectiveness increases.

8. Effective teachers and value added Measuring impact of cumulative effect of teachers on populations separates teachers by effectiveness in quintiles and looks as the impact of cumulative effect on student achievement. Potential Growth = Effectiveness of Teacher

9. Teacher effectiveness over time First 10-12 years growing effectiveness 20-22 years highest level of effectiveness Last third of career- possible decrease in effectiveness Teachers need to confront their own data= teachers need to assess whether or not they are effective teachers!

10. What does this mean for educators? Differences in teacher effectiveness is the single largest factor affecting academic growth. It’s not poverty, race, ethnicity, genetics, or any other external “excuse”- it is the teacher.

11. How will you contribute to… Value- added assessments? Differentiated Instruction? Becoming a highly effective teacher? Becoming a highly effective school? Highly effective schools link teachers over grade levels and focus on gains in achievement grade by grade.

12. Highly Effective teachers… Ensure all children achieve Teach students from where they are Differentiate instruction and focus on individual growth Make excellent gains across previous achievement spectrum

13. Additional Research Value Added Assessment: An Accountability Revolution http://education-consumers.com/articles/value_added_assessment.shtm Value –Added Assessment from Student Achievement Data: Opportunities and Hurdles http://www.sas.com/govedu/edu/research.html