In exchange, these states promised to implement rigorous new teacher evaluation systems that, among other things,
include measures of student learning growth.
Other topics discussed this month
included Measures of Student Learning (MSL) exams, a Race to the Top update, and a review of K - 3 Common Core standards.
Not exact matches
Students participated in 25 farm to school standards based lessons,
including using math skills to
measure garden spaces and mark off rows,
learning about how weather affects plants, and exploring different types
of soil.
As advocated by the 22 - member panel chaired by former Gov. Lamar Alexander
of Tennessee, both bills would expand the Congressionallymandated National Assessment
of Educational Progress to provide state - by - state data,
measure learning in more core subjects,
include out -
of - school 17 - year - olds, and provide a larger sampling
of private - school
students.
Thus, it can only be viewed as a great good thing that two dozen deans
of education schools have come together under the banner
of «Deans for Impact» and committed themselves to a common set
of principles,
including data - driven improvement, common outcome
measures, empirical validation
of teacher preparation methods, and accountability for
student learning.
Evaluations
of any educational technology program often confront a number
of methodological problems,
including the need for
measures other than standardized achievement tests, differences among
students in the opportunity to
learn, and differences in starting points and program implementation.
In tackling this task, Feinberg says, they «backed into» the five essential tenets
of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP
students, parents, and teachers all sign a
learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy,
including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective
measures are coupled with a focus on character development).
There is a strong desire to expand beyond just academic indicators —
including a
measure of growth is very important — but
including things that are not direct
learning outcomes and focus more on environment and other input
measures blurs the vision on what we want
students to know and be able to do.
A good teacher is now recognized as someone whose
students learn and grow, with 38 states revising their policies on educator effectiveness to
include measures of student growth or achievement as one
of multiple factors in teacher evaluations.
Subsequently, those initial
measures were buttressed by additional innovations,
including the curtailing
of social promotion for
students who failed to
learn to read in the early elementary grades.
Curricula, teaching methods, and schedules can all be customized to meet the
learning styles and life situations
of individual
students; education can be freed from the geographic constraints
of districts and brick - and - mortar buildings; coursework from the most remedial to the most advanced can be made available to everyone;
students can have more interaction with teachers and one another; parents can readily be
included in the education process; sophisticated data systems can
measure and guide performance; and schools can be operated at lower cost with technology (which is relatively cheap) substituted for labor (which is relatively expensive).
They should specify a more advanced level
of practice with accompanying evidence,
including instructional practices,
student learning, and other
measures.
Just says staff are continuing to work on how to assess and
measure the
learning that happens in the FabLab, aside from the finished product —
including the ability
of students to think critically, problem - solve and persevere.
CORE says it will expand
measures of a school's success to
include factors reflecting social and emotional
learning — rates
of suspension, absenteeism and as yet undefined gauges
of non-cognitive skills — as well as school climate and culture, as
measured by
student and parent surveys, rates
of identifying special education
students and the progress
of English learners.
A: The TEACHNJ Act — New Jersey's teacher tenure law — requires educator evaluations that
include multiple
measures of student learning.
To determine whether these trends have continued in more recent cohorts, we examine trends in several dimensions
of school readiness,
including academic achievement, self - control, externalizing behavior, and a
measure of students» «approaches to
learning,» for cohorts born from the early 1990s to the mid-2000s.
Washington's high - risk designation specified that the State must submit, by May 1, 2014, final guidelines for teacher and principal evaluation and support systems that meet the requirements
of ESEA flexibility,
including requiring local educational agencies (LEAs) to use
student achievement on CCR State assessments to
measure student learning growth in those systems for teachers
of tested grades and subjects.
But they may also provide more specific guidance about what is expected
of the teachers in the classroom if new experiments with other
measures are adopted —
including tests that gauge teachers» mastery
of their subjects, surveys that ask
students about the
learning environments in their classes and digital videos
of teachers» lessons, scored by experts.
Few studies we reviewed
included direct
measures of student learning.
I was encouraged this week to
learn that ESSA — the new American education law — that replaced NCLB
includes language that opens the door beyond academic testing to
include «multiple
measures of student learning and progress, along with other indicators
of student success...» Education Week notes that sprinkled throughout the law are references to an instructional strategy that has enormous potential for reaching learners with diverse needs.
Basis Policy Research and ATI have built a partnership supporting the fair evaluation
of educator effectiveness by implementing mathematical models that
include multiple
measures of student growth and which evaluate educator effectiveness using techniques that take into account a variety
of factors that may impact
student learning but over which the teacher has no influence.
If the
student learning growth in a course is not
measured by a statewide assessment but is
measured by a school district assessment, a school district may request, through the evaluation system approval process, that the performance evaluation for the classroom teacher assigned to that course
include the
learning growth
of his or her
students on FCAT Reading or FCAT Mathematics.
Pittsburgh teachers acted in good faith to partner with the district on an evaluation system that
included VAM with multiple
measures of student learning.
Such information comes from formative assessments that
include multiple
measures of student learning.
For instance, university researchers at the Stanford University Graduate School
of Education's John W. Gardner Center recently partnered with the California CORE districts — which
include the Los Angeles Unified, Oakland Unified, Fresno Unified, Long Beach Unified, Santa Ana Unified, Sanger Unified, Garden Grove Unified, and Sacramento City Unified school districts — to design a new local school accountability system that
included measures of students» social - emotional
learning, growth mindset, self - efficacy, and school climate.51 Researchers found that these
measures were predictive
of students» test performance and correlated with other important academic and behavioral outcomes.52
Evaluations for all teachers and administrators must
include measures of student growth, defined as
learning taking place across two or more points in time, as opposed to one point in time for more traditional attainment
measures.
Sixteen states require evaluations to
include some objective
measures of student learning, and four states require evidence
of student learning as the prevailing criterion for teacher evaluation (Zinth, 2010).
In Monroe County, Georgia, for example, the locally developed dashboard
includes data on organizational effectiveness (
including new teacher retentions, facilities quality, and internet access);
student, staff, and community engagement (
including the number
of business partners, staff attendance, and music performances); professional
learning; and
student performance on a range
of measures.
In addition, since these assessments are self - report surveys, there is also the issue
of response bias — meaning a
student's tendency to give answers that they believe are socially acceptable or to consistently answer «yes» or «no» regardless
of the question asked.48 Since self - report
measures tend to be weak in reliability and validity, state and local policymakers should refrain from
including measures of learning mindsets and skills in high - stakes accountability systems.
The Commission
of Higher Education is working to: 1) improve the quality
of teacher preparation and performance; 2) open the level
of dialogue among superintendents and principals and higher education teacher preparation programs; 3) expand communication among vertical teams in P - 16 to support
students entering post-secondary education; and 4) review and
measure learning outcomes at all levels,
including higher education and demonstrate significant value - added for post-secondary options.
States and districts should
include multiple
measures of performance,
including but not limited to input
measures such as evidence
of a teacher's knowledge
of subject matter; skill in planning, delivering, monitoring, and assessing
students»
learning; skill in developing and maintaining positive relationships with
students, parents, and colleagues; knowledge and skill in pedagogical methods to meet the needs
of students with an array
of learning styles and needs; and commitment to
students»
learning to their utmost potential.
Give guidelines for
measuring the
student learning outcomes
of those under novice teachers,
including academic performance.
With $ 360 million in additional Race to the Top money, it is backing work by states to design new testing systems that it says will
measure student growth — rather than capture a snapshot
of achievement — supply real - time feedback to teachers to guide instruction, and
include performance - based items to gauge more types
of learning.
NCTQ also found that 30 states now require that teacher evaluations
include objective evidence
of student learning, a reversal from 2009, when 35 states did not require teacher evaluations to
include any such
measure.
The law was passed in 2015 and in 2017 states drafted their plans, which
included new accountability systems based on multiple
measures that
include factors other than test scores; conducting needs assessments for struggling schools and
learning communities facing the greatest challenges in order to tailor support and intervention when needed; developing clear and concise plans for targeting federal funding in ways that meet the needs
of students in the school; and implementing programs and monitoring their progress in collaboration with educators.
Instead
of relying on intelligence and achievement test scores solely for identification, multiple criteria would be used,
including more non-traditional
measures such as observing
students interacting with a variety
of learning opportunities (Passow & Frasier, 1996) it is a belief
of many in the field
of gifted education that new conceptions
of giftedness and a new paradigm for identifying and selecting
students will help minority and disadvantaged
students become more represented in gifted programs (VanTassel - Baska, Patton, & Prillaman, 1991; Ford, 1996).
Assessment — Method
of measuring the
learning and performance
of students; examples
include achievement tests, minimum competency tests, developmental screening tests, aptitude tests, observation instruments, performance tasks, etc..
Most teachers agree that
measures of student learning should be
included in teacher evaluation models, but they want these
measures to be useful and fair.
VAM purports to be able to take
student standardized test scores and
measure the «value» a teacher adds to
student learning through complicated formulas that can supposedly factor out all
of the other influences —
including how violence affects
students — and emerge with a valid assessment
of how effective a particular teacher has been.
Any
measure of student learning is a reflection
of that child's entire life and entire education experience (
including all teachers and
learning experiences in that child's life).
Measures of student learning,
including value - added scores, are just one
of several components
of an educator's overall effectiveness score.
States are using both
student - achievement
measures (
measures of student learning at a specific point in time) and growth
measures (changes in
student learning over time),
including value - added estimates based on state assessments when available, to capture
measures of student success aligned with individual teachers or teams
of teachers.
Waiver winners rely on a range
of measures and methods for assessing teacher professional practice,
including classroom observations, self - assessments and reflection, teaching artifacts,
student -
learning measures, and surveys
of students and parents.
«If they will use state test data in evaluations — and if so, how — or opt for another alternative to comprise the 22.5 percent
of a teacher's evaluation that must
include state standardized tests
measuring student learning.»
His research interests
include teaching effectiveness,
measures of that effectiveness, and the interaction
of practitioners and policymakers in the service
of student learning.
-- Requiring districts to identify the top 25 %
of teachers using multiple
measures,
including student learning growth as the main element.
The original affidavit
of Professor Linda Darling - Hammond
of Stanford University, sworn to February 28, 2015, that the assessment being used in Respondents» Growth Model does not allow measurement
of growth for high - achieving and low achieving
students: the
learning of both high - achieving and low - achieving
students is mis -
measured because
of the fact that the state tests pegged to grade - level standards do not
include items that can
measure growth for
students who are already above grade level in their skills or who fall considerably below.
Ideally, future work would rely on a detailed
student database — such as
student transcript data — to address centrally important yet understudied issues in math placement,
including the identification
of reliable and accurate
measures of student outcomes, the establishment
of protocols associated with growth in
student outcomes, and the consequences
of effective support systems for improving
student learning.
Additionally, majorities
of districts expressed concern about the reliability and validity
of certain assessment
measures (
including test scores), and over the years some districts have designed an evidence - based teacher recommendation rubric that complements test scores by picking up
student attributes that are important to
student learning (such as
student motivation).
Most importantly, Dr. Darling - Hammond states that evaluation should
include evidence
of student learning but from sources other than standardized tests, and she rejects growth
measures such as SGPs and Value - Added Models because
of the ever increasing research base that says they are unreliable and create poor incentives in education.