Not exact matches
The advent
of more student testing, especially the spread
of value - added
measures of pupil and school
performance, has
given us both the technical ability to evaluate
teachers by the results they produce and the moral imperative to do so.
Released last week, the survey shows that 92 percent
of teachers rate student engagement as an «excellent» or «good»
measure of teaching
performance, while 72 percent
gave the same ratings to
measuring how their own students compare with other students.
[10] They find that
given the correlations we typically see among different
measures of teacher performance, there is likely to be a significant number
of false positives and negatives:
teachers falling into one
performance category according to one
measure and into a different category according to another
measure.
Because value - added
measures adjust for the characteristics
of students in a
given classroom, they are less biased
measures of teacher performance than are unadjusted test score
measures, and they may be less biased even than some observational
measures.
The first criterion for evaluating any method
of using multiple
measures is accuracy — whether, for any
given definition
of teacher performance,
teachers are placed in the correct
performance categories.
Accordingly, and also per the research, this is not getting much better in that, as per the authors
of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to
teacher performance rarely exceeds 10 percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in
teacher effectiveness scores also
given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart
of a recent post whereas in what demonstrated that «the entire range from the 15th percentile
of effectiveness to the 85th percentile
of [
teacher] effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [
given the tests used to
measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom /
teacher level when students are not randomly assigned to classrooms (and
teachers assigned to teach those classrooms)... although this will likely never happen for the sake
of improving the sophistication and rigor
of the value - added model over students» «best interests.»
Give guidelines for
measuring the student learning outcomes
of those under novice
teachers, including academic
performance.
This would
give teachers time to learn the instructional shifts required to teach for higher academic standards while some
of the issues around
measuring student
performance are worked out.
Attempting to maintain support among the very
teachers it is supposed to represent — and looking to show that it cares about elevating the teaching profession it debases through its defense of quality - blind seniority - based privileges and reverse - seniority layoff rules — the NEA gave $ 73,500 to the National Network of State Teachers of the Year; that the selection of teachers of the year is usually more of a popularity contest than one based on objective measures of teacher performance is often conveniently ignored by all but the most thoughtful of observers, and thus, serves as a good way to spend unio
teachers it is supposed to represent — and looking to show that it cares about elevating the teaching profession it debases through its defense
of quality - blind seniority - based privileges and reverse - seniority layoff rules — the NEA
gave $ 73,500 to the National Network
of State
Teachers of the Year; that the selection of teachers of the year is usually more of a popularity contest than one based on objective measures of teacher performance is often conveniently ignored by all but the most thoughtful of observers, and thus, serves as a good way to spend unio
Teachers of the Year; that the selection
of teachers of the year is usually more of a popularity contest than one based on objective measures of teacher performance is often conveniently ignored by all but the most thoughtful of observers, and thus, serves as a good way to spend unio
teachers of the year is usually more
of a popularity contest than one based on objective
measures of teacher performance is often conveniently ignored by all but the most thoughtful
of observers, and thus, serves as a good way to spend union funds.
«
Given the lack
of broad - based stakeholder input into the waiver, the unrealistic timelines for implementing the
teacher evaluation system under the waiver, the lack
of research - based support for evaluating
teachers based on student
performance on state tests, and the dearth
of vetted alternative
measures of student learning available to use for
teachers other than those teaching grades 5 - 9 reading and math, we recommend the Legislature delay taking action to implement the waiver's
teacher evaluation system requirements, and urge the commissioner to continue to negotiate for more flexibility in the waiver regarding the
teacher evaluation requirements, as well as to seek an extension from USDE regarding the timeline under which to implement the new system,» Eaton testified.
If we are serious about
teacher quality, it makes sense to
give some attention to their perspective if their
performance is to be our
measure of quality.
Arum used statistical analysis to study the relationships between the size
of the private school sector in a
given state and the scope
of public school resources
measured as student /
teacher ratio, and the relationship between student /
teacher ratio in a
given state and student outcomes as
measured by
performance on standardized tests.
Under
teacher evaluation reforms, as
of 2015, all but eight states have committed to using an objective
measure of student achievement — such as
performance on standardized assessments — as a part
of teacher and principal evaluation systems.40 However,
given the challenges
of fairly incorporating student test
performance in evaluations, all states and districts engaged in these reforms must account for factors like the variation in student background and other external influences on
performance.
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.
The new bill
gives control back to state and local governments by allowing them to create their own school accountability and
teacher evaluation systems so as to provide greater flexibility in deciding how much weight test scores hold as a means
of performance measures and
teacher qualification.
«
Measuring a school's value by student
performance on one standardized test
given one day during the school year does not provide a clear picture
of the school, its students or its
teachers.
Regardless, researchers also examined
teachers» Student Learning Objectives (SLOs)-- the incentive program's «primary
measure of individual
teacher performance»
given so many
teachers are still VAM - ineligible (see a prior post about SLOs, here).