Sentences with phrase «added measures»

«[T] he timing of value - added measures — that they arrive only once a year and during the middle of the school year when it is hard to adjust teaching assignments — is a real concern among teachers and principals alike.»

Even those who champion value - added measures caution against using them as the sole means of evaluating teachers.

«[T] he [pre-VAM] data collection process may unintentionally reduce the validity and credibility of value - added measures.»

To determine the efficacy of the use of data from student test scores, particularly in the form of Value - Added Measures (VAMs), to evaluate and to make key personnel decisions about classroom teachers.

A few months ago, the flagship journal of the American Educational Research Association (AERA)-- the peer - reviewed journal titled Educational Researcher (ER)-- published a «Special Issue» including nine articles examining value - added measures (VAMs)(i.e., one introduction (reviewed below), four feature articles, one essay, and three commentaries).

Whatever the future uses of value - added measures, the idea of holding teachers accountable for student performance seems here to stay.

In this respect, value - added measures are unhelpful.»

Another measure that is positively related to value - added measures is a teacher's overall score from the National Board for Professional Teaching Standards (NBPTS).

Districts, states, and schools can, at least in theory, generate gains in educational outcomes for students using value - added measures in three ways: creating information on effective programs, making better decisions about human resources, and establishing incentives for higher performance from teachers.

While a fair amount of evidence suggests that value - added measures adequately adjust for differences in the background characteristics of students in each teacher's classroom — much better than do most other measures — value - added measures are imprecise.

Value - added measures, like medical screening tests, are relatively inexpensive [9], but some would argue not very accurate.

While research can inform the use of value - added measures, most decisions about how to use these measures require personal judgment, as well as a greater understanding of school and district factors than research can provide.

For example, one study, which points out that almost all the evidence about validity is based on studies in elementary schools, provides evidence that typical value - added measures are biased in middle and high school.

Value - added measures require annual testing and, in most states, students are tested every year in elementary and middle school (grades 3 - 8), but in only one year in high school.

Value - added measures are imperfect, but they are one among many imperfect measures of teacher performance that can inform decisions by teachers, schools, districts, and, states.

He finds that value - added measures are positively correlated with other measures of evaluation, but not very strongly.

Harris, Douglas N. Value - Added Measures in Education: What Every Educator Needs to Know.

Value - added measures clearly do not provide useful information for teachers about practices they need to improve.

Value - added measures for selecting and improving programs, for informing human resource decisions, and for incentives are likely to be more useful when they are combined with other measures.

But the error rate of these «value - added measures» may be lower than the error rate of classifications based on traditional measures of teacher effectiveness such as licensure status or years of experience.

However, even with multiple years of data, the instability can be consequential, a problem that points to supplementing value - added measures with other information.

While there is substantial information on the technical properties of value - added measures, far less is known about how these measures are put into actual use.

Finally, further research could help uncover the causes of the inconsistency in value - added measures.

If the program serves large enough numbers, value - added measures can distinguish between the improvement of teachers who participated in the program and those who did not.

By Dan Goldhaber How might value - added measures be useful to assess the performance of teacher prep programs?

It also explains why researchers and value - added vendors typically report confidence intervals for value - added measures that help quantify the role of random error and the uncertainty this creates about teachers» «true» value - added.

Value - added measures do not capture all aspects of student learning that matter, and by giving teachers incentives to focus on outcomes that are measured, they may shortchange students on important outcomes that are not.

This means that, even setting aside other issues with the measures, current standard value - added measures for teachers who concentrate their work in particular tracks in middle and high schools will suffer from validity concerns.

The «screening» method is the least costly and fairest of the three options because it uses value - added measures to improve and streamline other forms of data collection, and it allows final decisions to be made based on the same criteria for all teachers.

It is clear from the research so far that value - added measures will never be completely stable across time, topics, or student groups, nor would we necessarily want them to be because true teacher effectiveness likely varies across these dimensions.

We still have only a limited understanding of how best to use value - added measures in combination with other measures as tools for improvement.

In particular, there is growing agreement that random error is the biggest problem — this is mostly what makes value - added measures bounce around so much from year to year.

The second means through which value - added measures may be used for improvement is by providing information for making better human resource decisions about individual teachers.

Value - added measures allow us to estimate average improvements over time and link those to the experiences of teachers

If we are going to use value - added measures to make judgments about teacher quality, we owe it to these teachers, to their students, and to the public to do all we can to ensure that the means of computing them are accurate, reliable and fair.

Value - added measures of improvement are more precise measures for groups of teachers than they are for individual teachers, thus they may provide useful information on improvement associated with practices, programs or schools.

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.

It also tells us how important it is to calculate value - added measures by student sub-group.

But value - added measures are being used more and more as data systems are better able to make that student — teacher link.

Value added measures provide information about how schools are doing, but they may not be convincing measures of the causal effect of the principal of student learning.

The question for this brief is whether education leaders can use value - added measures as tools for improving schooling and, if so, how to do this.

In addition, value - added measures are subject to error because the students have good or bad days when taking the test.

A common criticism of value - added measures is that some teachers are at a disadvantage because they are assigned students who are more difficult to educate, even after the measures account for students» prior test scores; this is what researchers call selection bias.

One widely publicized study, which created a statistical test of the validity of value - added measures, [10] found reason for concern.

This overlap might be more or less reasonable when comparing the classroom observation and value - added measures because both are mostly capturing classroom instruction, broadly defined [19].

[17] This suggests that adjusting value - added measures in this way does not eliminate the concern that tracking reduces validity and / or that there might be other problems in estimating high school value - added.

This brief reviews the evidence on each of these mechanisms and describes the drawbacks and benefits of using value - added measures in these and other contexts.

The different potential uses of value - added measures can be controversial.

Without this capacity, collecting and calculating value - added measures will be costly and time - consuming.

For estimating the effects of programs or practices for the purpose of school improvement, value - added measures are not superior to random control trials.