Working again with Dr. Hatch, Deirdre led a study of the NYCDOE
Local Measures of Student Learning, which are used to evaluate teacher and student performance in New York City Schools.
- That the growth model (VAM) they were creating for
the local measures of student learning component was a fair and excellent way to evaluate teachers because «In any class... you ought to be able to move kids from point A, wherever they began, to point B, someplace that showed some progress.»
Not exact matches
Local school districts and their unions may negotiate a second
measure of student learning that would lead to other scoring outcomes.
Dr. Marzano will be on hand to discuss next - generation evaluation models, the most up - to - date research on evaluation and value - added
measures of student achievement, and what has been
learned as states implement federal and
local directives to reform K - 12 teaching and
learning.
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.
The potential for these focused improvement plans to make a difference in the quality
of student learning is highly dependent on the degree to which
local educators are able to align
local curriculum, teaching, and assessment practices with the external
measures against which they are being held to account.
B. Base 80 %
of teacher evaluation on
student performance, leaving the following options for local school districts to select from: keeping the current local measures generating new assessments with performance — driven student activities, (performance - assessments, portfolios, scientific experiments, research projects) utilizing options like NYC Measures of Student Learning, and corresponding student growth me
student performance, leaving the following options for
local school districts to select from: keeping the current
local measures generating new assessments with performance — driven student activities, (performance - assessments, portfolios, scientific experiments, research projects) utilizing options like NYC Measures of Student Learning, and corresponding student growth m
measures generating new assessments with performance — driven
student activities, (performance - assessments, portfolios, scientific experiments, research projects) utilizing options like NYC Measures of Student Learning, and corresponding student growth me
student activities, (performance - assessments, portfolios, scientific experiments, research projects) utilizing options like NYC
Measures of Student Learning, and corresponding student growth m
Measures of Student Learning, and corresponding student growth me
Student Learning, and corresponding
student growth me
student growth
measuresmeasures.
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
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 report recommends that
measures of students» social and emotional competencies are best used at the
local level to inform teaching,
learning, and program investments.
Hawley neatly summed up the emerging situation: «My fellow colleagues and I who serve as principals know that being held accountable for
student achievement is an important part
of our job, but
measures of student achievement must be comprehensive and accurately reflect the
local context in all dimensions
of student learning.»
There are a variety
of resources that can assist university personnel, administrators, and coordinators
of gifted programs at state and
local levels in implementing the new CCSS for gifted learners, including assessments that
measure the depth and breadth
of a
student's knowledge within a domain
of talent development; curriculum units
of study that are already differentiated and research - based; instructional strategies that employ the use
of higher - order thinking skills; and programming options that include acceleration, enrichment, and extended
learning beyond the classroom.
NAESP is pleased to have played a role in creating the opportunities that are now afforded to schools under the new law, such as allowing accountability systems to include multiple
measures, factoring in elements other than test scores; conducting needs assessments for struggling schools and
learning communities facing the greatest challenges; developing clear and concise plans for targeting federal funding in ways that meet the needs
of students in the school; and implementing
local programs and monitoring their progress in collaboration with educators.
The report recommends that
measures of students» social and emotional competencies are best used at the
local level to inform teaching,
learning, and program investments.