Grading Teachers, Grading Schools
Is Student Achievement a Valid Evaluation Measure?
Jason Millman
- Cornell University, USA
Purchase
Paperback
ISBN:
9780803964020
Available from
January 0001
Description
"A masterful compilation of diverse perspectives."
Daniel L. Stufflebeam, Director, The Evaluation Center, Western Michigan University
It's not a question of whether student learning is an important goal of teaching. Everyone agrees it is. The issue explored here is can you (and should you) use student learning as a measurement tool for assessing teacher effectiveness?
This book examines four high-profile, high-stakes, contemporary methods for evaluating teaching through learning gains. It offers a rationale and background for each one along with a discussion on supporting evidence and practical implications.
The chapter authors provide these criteria for judging a teacher valuation system:
* Is this method fair?
* Will this method provide comprehensive data?
* How does this method compare to other methods?
* What are the positive and negative consequences of using this method?
You'll find out how well each method stacks up, how cumbersome or easy it is to use, and what kind of support or heel-dragging to expect from participants.
Measuring teacher effectiveness through student learning can also result in:
* Higher levels of instruction
* Important data for school and program evaluation
* A model for continuous school improvement
* A more accurate picture of what (and how) students are learning
If you're interested in the future of teacher assessment, or if you're ready to make changes in the way your school or district assesses its teachers, you need to read this book.
Contents
PART ONE: ORIGINS AND UNDERPINNINGS
- Beginnings and Introduction
PART TWO: THE OREGON WORK SAMPLE METHODOLOGY
- Oregon's Teacher Effectiveness Work Sample Methodology
- Rationale and Background
- Oregon's Teacher Effectiveness Work Sample as Used at Western Oregon State College
- Oregon's Teacher Effectiveness Work Sample Methodology
- Potential and Problems
- Oregon's Teacher Effectiveness Work Sample Methodology
- Educational Policy Review
- Reflections on Comments by Professors Airasian and Stufflebeam
PART THREE: THE DALLAS VALUE-ADDED ACCOUNTABILITY SYSTEM
- In the Beginning
- The Dallas Value-Added Accountability System
- Value-Added Productivity Indicators
- The Dallas System
- On Trial
- The Dallas Value Added Accountability System
- Little Practical Difference and Pie in the Sky
- A Response to Thum and Bryk and a Rejoinder to Sykes
PART FOUR: THE TENNESSEE VALUE-ADDED ASSESSMENT SYSTEM
- The Impetus for Tennessee's Value-Added Assessment System
- The Tennessee Value-Added Assessment System
- A Quantitative Outcomes-Based Approach to Educational Assessment
- TVAAS
- A Challenge to Familiar Assessment Methods
- Response to the Reviewers
PART FIVE: THE KENTUCKY INSTRUCTIONAL RESULTS INFORMATIONS SYSTEM
- Historical Background
- The Kentucky School Accountability Index
- Ronald K Hambleton
- Measurement Quality of the Kentucky Instructional Results Information System, 1991-1994
- Overview and Assessment of the Kentucky Instructional Results Informations System
- KIRIS Meets the Critics
- A Little Light and Much Heat
PART SIX: SYNTHESIS AND PERSPECTIVES
- How Do I Judge Thee? Let Me Count the Ways
- Toward What End?
- The Evaluation of Student Learning for the Improvement of Teaching
- The Moth and the Flame
- Student Learning as a Criterion of Instructional Competence
Description
"A masterful compilation of diverse perspectives."
Daniel L. Stufflebeam, Director, The Evaluation Center, Western Michigan University
It's not a question of whether student learning is an important goal of teaching. Everyone agrees it is. The issue explored here is can you (and should you) use student learning as a measurement tool for assessing teacher effectiveness?
This book examines four high-profile, high-stakes, contemporary methods for evaluating teaching through learning gains. It offers a rationale and background for each one along with a discussion on supporting evidence and practical implications.
The chapter authors provide these criteria for judging a teacher valuation system:
* Is this method fair?
* Will this method provide comprehensive data?
* How does this method compare to other methods?
* What are the positive and negative consequences of using this method?
You'll find out how well each method stacks up, how cumbersome or easy it is to use, and what kind of support or heel-dragging to expect from participants.
Measuring teacher effectiveness through student learning can also result in:
* Higher levels of instruction
* Important data for school and program evaluation
* A model for continuous school improvement
* A more accurate picture of what (and how) students are learning
If you're interested in the future of teacher assessment, or if you're ready to make changes in the way your school or district assesses its teachers, you need to read this book.
Contents
PART ONE: ORIGINS AND UNDERPINNINGS
- Beginnings and Introduction
PART TWO: THE OREGON WORK SAMPLE METHODOLOGY
- Oregon's Teacher Effectiveness Work Sample Methodology
- Rationale and Background
- Oregon's Teacher Effectiveness Work Sample as Used at Western Oregon State College
- Oregon's Teacher Effectiveness Work Sample Methodology
- Potential and Problems
- Oregon's Teacher Effectiveness Work Sample Methodology
- Educational Policy Review
- Reflections on Comments by Professors Airasian and Stufflebeam
PART THREE: THE DALLAS VALUE-ADDED ACCOUNTABILITY SYSTEM
- In the Beginning
- The Dallas Value-Added Accountability System
- Value-Added Productivity Indicators
- The Dallas System
- On Trial
- The Dallas Value Added Accountability System
- Little Practical Difference and Pie in the Sky
- A Response to Thum and Bryk and a Rejoinder to Sykes
PART FOUR: THE TENNESSEE VALUE-ADDED ASSESSMENT SYSTEM
- The Impetus for Tennessee's Value-Added Assessment System
- The Tennessee Value-Added Assessment System
- A Quantitative Outcomes-Based Approach to Educational Assessment
- TVAAS
- A Challenge to Familiar Assessment Methods
- Response to the Reviewers
PART FIVE: THE KENTUCKY INSTRUCTIONAL RESULTS INFORMATIONS SYSTEM
- Historical Background
- The Kentucky School Accountability Index
- Ronald K Hambleton
- Measurement Quality of the Kentucky Instructional Results Information System, 1991-1994
- Overview and Assessment of the Kentucky Instructional Results Informations System
- KIRIS Meets the Critics
- A Little Light and Much Heat
PART SIX: SYNTHESIS AND PERSPECTIVES
- How Do I Judge Thee? Let Me Count the Ways
- Toward What End?
- The Evaluation of Student Learning for the Improvement of Teaching
- The Moth and the Flame
- Student Learning as a Criterion of Instructional Competence
Grading Teachers, Grading Schools
Is Student Achievement a Valid Evaluation Measure?
August 1997 | 304 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 27/02/2023 | 9780803964020 | $42.95 |
"A masterful compilation of diverse perspectives."
Daniel L. Stufflebeam, Director, The Evaluation Center, Western Michigan University
It's not a question of whether student learning is an important goal of teaching. Everyone agrees it is. The issue explored here is can you (and should you) use student learning as a measurement tool for assessing teacher effectiveness?
This book examines four high-profile, high-stakes, contemporary methods for evaluating teaching through learning gains. It offers a rationale and background for each one along with a discussion on supporting evidence and practical implications.
The chapter authors provide these criteria for judging a teacher valuation system:
* Is this method fair?
* Will this method provide comprehensive data?
* How does this method compare to other methods?
* What are the positive and negative consequences of using this method?
You'll find out how well each method stacks up, how cumbersome or easy it is to use, and what kind of support or heel-dragging to expect from participants.
Measuring teacher effectiveness through student learning can also result in:
* Higher levels of instruction
* Important data for school and program evaluation
* A model for continuous school improvement
* A more accurate picture of what (and how) students are learning
If you're interested in the future of teacher assessment, or if you're ready to make changes in the way your school or district assesses its teachers, you need to read this book.
Table Of Contents:
- PART ONE: ORIGINS AND UNDERPINNINGS
- Beginnings and Introduction
- PART TWO: THE OREGON WORK SAMPLE METHODOLOGY
- Oregon's Teacher Effectiveness Work Sample Methodology
- Rationale and Background
- Oregon's Teacher Effectiveness Work Sample as Used at Western Oregon State College
- Oregon's Teacher Effectiveness Work Sample Methodology
- Potential and Problems
- Oregon's Teacher Effectiveness Work Sample Methodology
- Educational Policy Review
- Reflections on Comments by Professors Airasian and Stufflebeam
- PART THREE: THE DALLAS VALUE-ADDED ACCOUNTABILITY SYSTEM
- In the Beginning
- The Dallas Value-Added Accountability System
- Value-Added Productivity Indicators
- The Dallas System
- On Trial
- The Dallas Value Added Accountability System
- Little Practical Difference and Pie in the Sky
- A Response to Thum and Bryk and a Rejoinder to Sykes
- PART FOUR: THE TENNESSEE VALUE-ADDED ASSESSMENT SYSTEM
- The Impetus for Tennessee's Value-Added Assessment System
- The Tennessee Value-Added Assessment System
- A Quantitative Outcomes-Based Approach to Educational Assessment
- TVAAS
- A Challenge to Familiar Assessment Methods
- Response to the Reviewers
- PART FIVE: THE KENTUCKY INSTRUCTIONAL RESULTS INFORMATIONS SYSTEM
- Historical Background
- The Kentucky School Accountability Index
- Ronald K Hambleton
- Measurement Quality of the Kentucky Instructional Results Information System, 1991-1994
- Overview and Assessment of the Kentucky Instructional Results Informations System
- KIRIS Meets the Critics
- A Little Light and Much Heat
- PART SIX: SYNTHESIS AND PERSPECTIVES
- How Do I Judge Thee? Let Me Count the Ways
- Toward What End?
- The Evaluation of Student Learning for the Improvement of Teaching
- The Moth and the Flame
- Student Learning as a Criterion of Instructional Competence