Valueadded
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The document discusses value-added assessment and research conducted by Dr. William Sanders. It explains that value-added assessment examines longitudinal academic growth for each individual student over time to measure teacher and school effectiveness, while controlling for external factors. The research found significant variability in teacher effectiveness and showed how value-added data can identify strengths and weaknesses for each student.
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In association with the 8th International Conference on Learning Analytics & Knowledge, Society for Learning Analytics Research
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3. The future of data-driven instruction is depicted as widespread use of interim assessments to monitor student and teacher progress and target interventions in a timely manner. Administrators will also use data to evaluate programs and resource allocation.
E:\Value Added Presentation 1
1. Value-added models measure student growth and teacher effectiveness by tracking individual student test score improvements from year to year and comparing actual scores to projected scores based on prior achievement.
2. Research shows that highly effective teachers who tailor instruction to student needs produce consistent growth across all students, while ineffective teachers tend to benefit only the highest or lowest achieving students.
3. Sustained growth for each student every year is the goal, rather than simply passing assessments, and value-added data helps schools ensure all students are learning as much as they are able to.
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Seizing the Agenda | Changing approaches to accountability
Seizing the Agenda | Changing approaches to accountability
Naviance Test Prep: When Counseling Meets the Classroom
Naviance Test Prep: When Counseling Meets the Classroom
Similar to Valueadded
Data Driven Instrruction
1. The document discusses the history and evolution of data-driven instruction in education. It traces how educators shifted from relying solely on annual test scores and adherence to methods/materials to using real-time data to modify instruction.
2. Both advantages and disadvantages of data-driven instruction are presented. The advantages include using data to provide feedback, prevent over-reliance on standardized tests, and allow schools to be more responsive. Potential disadvantages include misuse of data, teaching to tests, and lack of flexibility.
3. The future of data-driven instruction is depicted as embracing interim assessments and using data in real-time to diagnose student and teacher performance and target interventions accordingly. Administrative use of data for monitoring and accountability
Data Driven Instruction
1. The document discusses the history and evolution of data-driven instruction in education. It traces how educators shifted from relying solely on annual test scores and adherence to methods/materials to using real-time data to modify instruction.
2. Both advantages and disadvantages of data-driven instruction are presented. The advantages include tailoring instruction to student needs, holding schools accountable, and targeting resources. Disadvantages include over-reliance on testing and "teaching to the test."
3. The future of data-driven instruction is depicted as widespread use of interim assessments to monitor student and teacher progress and target interventions in a timely manner. Administrators will also use data to evaluate programs and resource allocation.
E:\Value Added Presentation 1
1. Value-added models measure student growth and teacher effectiveness by tracking individual student test score improvements from year to year and comparing actual scores to projected scores based on prior achievement.
2. Research shows that highly effective teachers who tailor instruction to student needs produce consistent growth across all students, while ineffective teachers tend to benefit only the highest or lowest achieving students.
3. Sustained growth for each student every year is the goal, rather than simply passing assessments, and value-added data helps schools ensure all students are learning as much as they are able to.
Teaching To The Test
The phrase "teaching to the test" commonly means the practice of using a state-mandated test as a guide in deciding what to teach and how to teach it. However, this simple definition understates the complexity of the issue. On one hand, teaching to the test can be a case of the tail wagging the dog, where the needs of the test becomes more important than the teaching. It can even indicate an attempt to subvert the testing process, to beat the system. But seen in a positive light, teaching to the test can describe purposeful efforts to teach students knowledge and skills that have been established as important and included in mandated standards and assessments.
Why has this become an important issue?
Almost every state now has mandated tests for students. More and more, test scores are used for accountability-to make decisions about school accreditation, staff job security or pay, and student promotion and graduation. As the tests have became more high-stakes, the practice of teaching to the test has also increased dramatically. School personnel want their students to succeed and show what they know on the tests, and they often feel pressure to use any means available to raise scores. However, while families and the general public are demanding higher standards and higher scores, there is increasing concern, sometimes very vocally expressed, that the time and effort spent teaching to the test is educationally shortchanging students.
What's wrong with teaching to tests?
There's nothing wrong with teaching the general content and skills included on a test, as long as the test is assessing the "right" things and asking students to demonstrate their knowledge in ways that parallel real-world applications. The problem often develops when a test does not match standards for what students should know and be able to do, covers a very narrow set of objectives from the broader base of knowledge and skills included in standards, or includes mostly items that focus on recall of isolated facts. In cases such as these, both experts and practicing educators fear that teaching to the test may:
- narrow or distort the curriculum;
- emphasize use of short-term over long-term memory;
- discourage creative thinking;
When is teaching to the test appropriate?
In general, the better the test, the more it can be used as a guide for good instruction. There is much less controversy about teaching to the test when the test itself:
- reflects solid content standards;
- assesses a broad range of knowledge and skills;
How can we teach to the test the right way?
- Legitimate teaching to the test is not instruction targeted at specific items that will appear on the test, or that appeared on last year's version. Instruction can, however, appropriately be targeted to the general content and skills that will be assessed.
Source: https://ebookschoice.com/teaching-to-the-test/
Data informed decision-making
The document outlines a learning-centered leadership development program that teaches school leaders to use data-informed decision making. It covers topics such as understanding different types of data, overcoming fears about using data, and establishing a collaborative inquiry process among teachers to analyze data and identify areas for improvement. The goal is for principals and aspiring principals to learn how to utilize data to effectively monitor student achievement and implement evidence-based initiatives to improve learning outcomes.
Data Summer
The document discusses the importance of using data to guide instruction. It outlines key findings from research showing that formative assessment and involving students in their own learning can significantly improve student achievement. However, several inhibiting factors are also identified, such as teachers focusing more on work quantity than quality of learning. The document advocates using frequent, in-depth data analysis to inform instruction and differentiate based on student needs.
Engaging Teachers in Student Surveys - White Paper for September 2015
Engaging teachers in student surveys is important but challenging as it disrupts the traditional school hierarchy. This document outlines several methods to increase teacher engagement with student surveys, including developing a strategic communication strategy to inform teachers about surveys, providing easy-to-understand feedback reports that suggest instructional improvements, and using screening procedures to identify and eliminate invalid surveys. Communicating the purpose and content of surveys, giving teachers access to view actual survey items, and demonstrating how screening catches careless responses can help address teacher concerns and build confidence in survey results.
Wsu Greg Lobdell September 2008 Data And Decision Making
The document summarizes research on schools that have shown significant improvement in student achievement over time, known as "Schools of Distinction." The research identified several common characteristics among these schools. They exhibited a culture of high expectations for students, strong collaboration among staff, stable leadership focused on instruction, and frequent use of data to personalize teaching and target interventions. The schools also invested in ongoing professional development for teachers and monitored school improvement plans regularly.
Criterion-Referenced Competency Test
The document discusses the Criterion-Referenced Competency Test (CRCT) that was used to measure school performance in Georgia under the No Child Left Behind Act. This put pressure on Atlanta Public Schools and led to cheating on standardized tests to meet performance goals. While the goals of the act were well-intentioned, it failed to address underlying issues in low-performing schools and had unintended consequences like the Atlanta cheating scandal. The act also created inequities by rewarding already high-performing schools.
Aed 6335 value added presentation
The document discusses value-added analysis, which measures student growth and teacher/school contributions to learning. It describes value-added in terms of tracking student academic improvement over time. Several examples are provided of how value-added models have been implemented, including in Tennessee and Dallas school systems, to more accurately evaluate teacher and school performance compared to standardized tests. The Tennessee value-added assessment system is highlighted for longitudinally measuring student growth and identifying effective teaching practices.
Developing healthy interaction and relations among the students of grade 7 th...
This document provides details about a research project conducted to develop healthy interaction and relations among 7th grade students through positive reinforcement. The research was conducted at GMS Painda Kandaro school in Malakand district. 46 7th grade teachers from the school participated in the study. Data was collected through questionnaires to understand current interaction levels and identify areas for improvement. The goal was to help students build better relationships with each other and their elders through positive reinforcement techniques applied by teachers.
Wsu Ppt Building District Data Capacity
This document discusses using data to improve schools and student outcomes. It provides:
1) Nine characteristics of high-performing schools that focus on clear goals, high expectations, leadership, collaboration, aligned curriculum and frequent monitoring.
2) An eight-step process called "Data Wise" for using data to identify problems, examine instruction, develop plans and assess progress.
3) The importance of considering multiple data sources, such as demographics, perceptions, programs and student learning to understand different student experiences.
Lesssons from reform_around_the_world_0
The document discusses reforms aimed at improving learning around the world. It notes that expectations for learning have changed and now emphasize skills like collaboration, problem solving, and lifelong learning. However, 20th century teaching methods are not adequate to meet 21st century demands. Effective teachers engage students in active learning and continuously assess student work. The highest achieving nations invest heavily in teacher training and collaboration. Standards and assessments should focus on higher-order thinking skills rather than memorization. Overall, the document advocates for reforms that strengthen teaching quality through professional learning opportunities.
Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docx
Running head: PROGRAM EVALUATION PLAN 1
PROGRAM EVALUATION PLAN 10
Program Evaluation Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Professor:
Dr. Jacob
Course:
Edu 571
Date:
March 2, 2020
Program Evaluation Plan (Part 3)
Goals of Evaluation
Evaluation refers to the act of checking various things thoroughly in order to characterize their worth or value, with reference to a certain context. In the field of education, the amount of success in a person’s aims can only be determined through evaluation. Therefore, there is a very close relationship between various aims and evaluation. The main goals of evaluation in schools are as discussed below. The first goal of evaluation in the field of education is to create an educational program ("Evaluation in Teaching and Learning Process | Education", 2020). Through evaluation, evaluators and the school management can build a given program of learning among the students. This is after gathering and checking various factors in order to find what program will fit and make a positive impact in the school. This involves consulting all the stakeholders of the program and developing strategies that will ensure the development of a good program.
The second goal of evaluation is assessing the effectiveness of the program. Evaluation ensures that the developed program is up to standards and serves the purpose that it was intended to. It helps the evaluators to check if the teaching strategies and techniques are being applied properly. The third goal of evaluation is to ensure improvement of the program. Through evaluation, evaluators can gauge the impact of the program on the school and learners. They can also identify various things that can make the program more effective. It acts as an in-built monitor in the program in order to review the progress of the program from time to time. It also gives feedback regarding the design and the implementation of a given program. Through such assessments, the school management can know where to work on, and what they need in order to enhance effective programs in teaching and learning.
For instance, in our case, evaluators can comfortably tell whether or not the program is helping girls become more superior in math. If not they can suggest better or other strategies that will make positive impact.
Cultural Issues Affecting the Program
Culture can influence how different people view things. An individual’s culture and upbringing can affect their way of processing information. Among the cultural issues that might be faced in the evaluation plan include cultural stereotypes. Some students believe that they cannot perform as expected in school or in a particular subject due to lack of preparation from their home environment. This makes them believe they do not have enough potential to do well in a given subject when they get to school. For instance, some students may not have calculat.
Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docx
Running head: PROGRAM EVALUATION PLAN 1
PROGRAM EVALUATION PLAN 10
Program Evaluation Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Professor:
Dr. Jacob
Course:
Edu 571
Date:
March 2, 2020
Program Evaluation Plan (Part 3)
Goals of Evaluation
Evaluation refers to the act of checking various things thoroughly in order to characterize their worth or value, with reference to a certain context. In the field of education, the amount of success in a person’s aims can only be determined through evaluation. Therefore, there is a very close relationship between various aims and evaluation. The main goals of evaluation in schools are as discussed below. The first goal of evaluation in the field of education is to create an educational program ("Evaluation in Teaching and Learning Process | Education", 2020). Through evaluation, evaluators and the school management can build a given program of learning among the students. This is after gathering and checking various factors in order to find what program will fit and make a positive impact in the school. This involves consulting all the stakeholders of the program and developing strategies that will ensure the development of a good program.
The second goal of evaluation is assessing the effectiveness of the program. Evaluation ensures that the developed program is up to standards and serves the purpose that it was intended to. It helps the evaluators to check if the teaching strategies and techniques are being applied properly. The third goal of evaluation is to ensure improvement of the program. Through evaluation, evaluators can gauge the impact of the program on the school and learners. They can also identify various things that can make the program more effective. It acts as an in-built monitor in the program in order to review the progress of the program from time to time. It also gives feedback regarding the design and the implementation of a given program. Through such assessments, the school management can know where to work on, and what they need in order to enhance effective programs in teaching and learning.
For instance, in our case, evaluators can comfortably tell whether or not the program is helping girls become more superior in math. If not they can suggest better or other strategies that will make positive impact.
Cultural Issues Affecting the Program
Culture can influence how different people view things. An individual’s culture and upbringing can affect their way of processing information. Among the cultural issues that might be faced in the evaluation plan include cultural stereotypes. Some students believe that they cannot perform as expected in school or in a particular subject due to lack of preparation from their home environment. This makes them believe they do not have enough potential to do well in a given subject when they get to school. For instance, some students may not have calculat.
Value Added Assessment
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.
Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docx
Running head: PROGRAM EVALUATION PLAN1
PROGRAM EVALUATION PLAN10
Program Evaluation Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Professor:
Dr. Jacob
Course:
Edu 571
Date:
March 2, 2020
Program Evaluation Plan (Part 3)
Goals of Evaluation
Evaluation refers to the act of checking various things thoroughly in order to characterize their worth or value, with reference to a certain context. In the field of education, the amount of success in a person’s aims can only be determined through evaluation. Therefore, there is a very close relationship between various aims and evaluation. The main goals of evaluation in schools are as discussed below. The first goal of evaluation in the field of education is to create an educational program ("Evaluation in Teaching and Learning Process | Education", 2020). Through evaluation, evaluators and the school management can build a given program of learning among the students. This is after gathering and checking various factors in order to find what program will fit and make a positive impact in the school. This involves consulting all the stakeholders of the program and developing strategies that will ensure the development of a good program.
The second goal of evaluation is assessing the effectiveness of the program. Evaluation ensures that the developed program is up to standards and serves the purpose that it was intended to. It helps the evaluators to check if the teaching strategies and techniques are being applied properly. The third goal of evaluation is to ensure improvement of the program. Through evaluation, evaluators can gauge the impact of the program on the school and learners. They can also identify various things that can make the program more effective. It acts as an in-built monitor in the program in order to review the progress of the program from time to time. It also gives feedback regarding the design and the implementation of a given program. Through such assessments, the school management can know where to work on, and what they need in order to enhance effective programs in teaching and learning.
For instance, in our case, evaluators can comfortably tell whether or not the program is helping girls become more superior in math. If not they can suggest better or other strategies that will make positive impact.
Cultural Issues Affecting the Program
Culture can influence how different people view things. An individual’s culture and upbringing can affect their way of processing information. Among the cultural issues that might be faced in the evaluation plan include cultural stereotypes. Some students believe that they cannot perform as expected in school or in a particular subject due to lack of preparation from their home environment. This makes them believe they do not have enough potential to do well in a given subject when they get to school. For instance, some students may not have calculators ...
Role of Analytics in Education
EDUMAAT is an educational analytics platform that can help institutions and students. It collects real-time student data like grades, attendance, socioeconomic background, and more. This data enables institutions to identify students' strengths and weaknesses, track their academic progress, and predict future performance. It also allows schools to offer customized courses and catch students up on foundational skills. In the future, educational institutions' success will increasingly depend on analyzing student data to improve learning outcomes for students and the sustainability of the institution. EDUMAAT aims to create a collaborative learning environment that helps both achieve their goals.
Guide Assessment4learning
The document discusses assessment for learning and outlines several key principles:
1) Assessment should be an integral part of the teaching and learning process to provide feedback and help students improve.
2) Students should be involved in assessing their own work and teachers should provide clear guidance on how students can improve.
3) The focus of assessment should be on learning and progress, not just grading or comparing students.
Re-balancing Assessment_CEPA whitepaper_HofmanGoodwinKahl_Feb2015 (1)
This document discusses the need to rebalance assessment in education by placing more emphasis on formative and performance assessments rather than high-stakes standardized tests. It argues that the current over-reliance on standardized tests to drive accountability narrowly focuses teaching and learning on basic skills and factual recall, diminishing student engagement and motivation. The document calls for a new approach centered around curriculum-embedded performance assessments that provide opportunities for learning, formative feedback, and summative evaluation. These assessments could better facilitate deeper learning skills and be used to measure student outcomes in a state accountability system.
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Engaging Teachers in Student Surveys - White Paper for September 2015
Engaging Teachers in Student Surveys - White Paper for September 2015
Wsu Greg Lobdell September 2008 Data And Decision Making
Wsu Greg Lobdell September 2008 Data And Decision Making
Developing healthy interaction and relations among the students of grade 7 th...
Developing healthy interaction and relations among the students of grade 7 th...
Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docx
Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docx
Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docx
Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docx
Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docx
Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docx
Re-balancing Assessment_CEPA whitepaper_HofmanGoodwinKahl_Feb2015 (1)
Re-balancing Assessment_CEPA whitepaper_HofmanGoodwinKahl_Feb2015 (1)
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