Sentences with phrase «added measure approach»

This five - year study examines the genesis, development, and implementation of the SLO approach together with the incorporation of a value - added measure approach.

Not exact matches

«Federal employees can't do their jobs by being hermetic,» Hansen said, adding that «the Obama administration is trying to take a more measured approach.»

«We have shown in this budget a very responsible approach,» he said, adding that the debt - to - GDP ratio, a measure of the debt to the size of the economy, will continue to decline.

«Our approach to security, particularly at airports, is much more complicated than just the added complimentary security measures we have introduced for very good and obvious reasons,» he told Today.

Another list of government measures is interrupted by Bercow... and then Cameron says the party opposite's approach is to borrow more and add to debt.

A deep - thinker, Melanie adds a calm and measured approach to interacting with our students that's ever so reassuring as they develop.

Because some states are experimenting with value - added approaches to measuring school progress, it's important that federal accountability standards allow for this type of innovation.

A measured approach: Maximizing the promise, and minimizing the pitfalls, of value - added models.

We find a positive correlation between a principal's assessment of how effective a teacher is at raising student achievement and that teacher's success in doing so as measured by the value - added approach: 0.32 for reading and 0.36 for math.

With «value added» methods of measuring student - learning gains continuing to grow in popularity, policymakers and researchers met here last week to explore possible new ways of using the sometimes controversial approaches and to debate their pluses and pitfalls.

This total - effect measure is one example of the kind of «value - added» approach taken in current policy proposals.

We examine three broad approaches to measuring student test - score growth: aggregated student growth percentiles, a one - step value - added model, and a two - step value - added model.

But interpreting growth measures based on the one - step value - added approach in this way requires assuming that the available measures of student and school SES, and the specific methods used to adjust for differences in SES, are both adequate.

Improvements can be measured in two basic ways: the improvement in performance for a given group of students from one year to the next (known as a value - added approach), or the improvement in performance across different groups of students (which we will refer to as cross-cohort changes).

While this approach contrasts starkly with status quo «principal walk - through» styles of class observation, its use is on the rise in new and proposed evaluation systems in which rigorous classroom observation is often combined with other measures, such as teacher value - added based on student test scores.

If the measures are insufficient and the academic growth of disadvantaged students is lower than that of more advantaged students in ways not captured by the model, the one - step value - added approach will be biased in favor of high - SES schools at the expense of low - SES schools.

• The annual testing in grades 3 through 8 required by the federal law will make it possible for states and districts to use «value added» approaches to measuring the performance of schools.

Spurred by the administration, school districts around the country have moved to adopt «value added» measures, a statistical approach that relies on standardized test scores to measure student learning.

This approach is different from using value - added measures of standardized tests as a significant component in an evaluation and separates the San Jose system from one favored by reform groups like StudentsFirst.

One popular approach used in New York, Chicago and other cities, is to calculate a value - added performance measure (VAM).

More generally, while research can evaluate the effectiveness of policies that use value - added measures, research can never determine the optimal approach for a given district or school.

Our approach is quite similar to studies that measure teachers» value added» to student achievement, except that the calculation is applied to the entire school,» researchers said.

As Dropout Nation noted last week in its report on teacher evaluations, even the most - rigorous classroom observation approaches are far less accurate in identifying teacher quality than either value - added analysis of test score data or even student surveys such as the Tripod system used by the Bill & Melinda Gates Foundation as part of its Measures of Effective Teaching project.

Value - added approaches hold great promise, but there is a need to develop better tests (and other thoughtful measures of student learning) and better measures of teacher practice to use along with test scores, so they are not the sole factor used to evaluate teacher effectiveness.

Klein has said that New York City's value - added approach «is not etched in stone,» but he and other educators across the country are pushing to use similar measures.

The general approach used by The Times and the Colorado researchers, known as «value added,» yields estimates, not precise measures.

Each school district that has used value - added follows slightly different methods, and supporters of the approach say it should not be used as the sole measure of a teacher's ability.

«It is a telling moment when the voice of the nation's employers, the CBI, adds its weight to the calls for the government to act to redress the problems caused by legislation which is not supported by sufficient statutory guidance to schools, with inadequate accountability measures, and far too laissez - faire an approach to quality assurance.»

As well, districts that are headed in this direction (Washington DC) are using student test scores as part of a «mixed measures» approach, added to principal and peer evaluations.

Kane and Cantrell concluded that the evidence suggests that value - added measures can be constructed to be valid; others described the report as strong evidence of support for this approach.

If you are to give validity to the value - added approach to measuring a teacher's performance, the prerequisite is that the standardized test is a valid measure of a student's learning and knowledge, and that in itself is controversial.

No matter how you mix it, it's better to go with Value - Added, student surveys, or both: As Dropout Nation noted last year, the accuracy of classroom observations is so low that even in a multiple measures approach to evaluation in which value - added data and student surveys account for the overwhelming majority of the data culled from the model (72.9 percent, and 17.2 percent of the evaluation in one case), the classroom observations are of such low quality that they bring down the accuracy of the overall performance reAdded, student surveys, or both: As Dropout Nation noted last year, the accuracy of classroom observations is so low that even in a multiple measures approach to evaluation in which value - added data and student surveys account for the overwhelming majority of the data culled from the model (72.9 percent, and 17.2 percent of the evaluation in one case), the classroom observations are of such low quality that they bring down the accuracy of the overall performance readded data and student surveys account for the overwhelming majority of the data culled from the model (72.9 percent, and 17.2 percent of the evaluation in one case), the classroom observations are of such low quality that they bring down the accuracy of the overall performance review.

Regarding to these limitations about the valued - added measures, which also the author pointed out, such kind of instability also exists in other approaches that evaluate teaching efficiency.

He adds, however, that different approaches often reflect underlying differences in the realities on the ground across the world — and cites one of the more contentious issues coming SBSTA's way: namely, how to measure and monitor the impact of land - use practices on indigenous people.