While standardized test scores are typically
the measure of student learning used by VAM researchers, studies show that test scores are subject to numerous factors that teachers do not control, according to Audrey Amrein and David Berliner (PDF).
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.
And, when research
uses standardized tests to
measure homework's impact, she continued, it is difficult to gauge how much
of the overall improvement or decline in test scores is due to
student learning in the classroom context as opposed to
student learning from homework.
During the question - and - answer period, the state lawmakers» main question for Mulgrew was: If the state doesn't
use state ELA and math scores to evaluate teachers, what would teachers consider authentic
measures of student learning?
No, the
use of student learning measures will continue to be part
of teacher evaluation as required by state law.
Principal investigator Cari Herrmann - Abell and her colleagues plan to expand on their previous efforts to develop multiple - choice test items by developing a set
of constructed or open - ended response items that can be
used in combination with the multiple - choice items to
measure students» understanding
of core disciplinary ideas, science practices, and crosscutting concepts — the three dimensions
of science
learning that are central to the vision
of NGSS.
Project 2061 produces assessment items and instruments that are effective and accurate
measures of students» understanding
of science
learning goals and can be
used to diagnose
students» conceptual difficulties.
Kate Copping - Westgarth Primary School, Victoria
Using Data to Develop Collaborative Practice and Improve
Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western A
Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia
Using New Technology for Classroom Assessment: An iPad app to
measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western A
learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All
Students» Zones
of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia
A second study, recently published in the Proceedings
of the National Academy
of Sciences (PNAS) by Gary Chamberlain,
using the same data as Chetty and his colleagues, provides fodder both for skeptics and supporters
of the
use of value - added: while confirming Chetty's finding that the teachers who have impacts on contemporaneous
measures of student learning also have impacts on earnings and college going, Chamberlain also found that test - scores are a very imperfect proxy for those impacts.
His school had recently begun offering real - world, full - day courses in subjects like engineering and entrepreneurship, but he was finding it difficult to
measure and credit the new types
of skills
students were
learning using A — F grades.
After extensive research on teacher evaluation procedures, the
Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multipl
Measures of Effective Teaching Project mentions three different
measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multipl
measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues
using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and
Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multipl
Learning About Teaching (PDF), (2)
student evaluations
using the Tripod survey developed by Ron Ferguson from Harvard, which
measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multipl
measures students» perceptions
of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in
student learning based on standardized test scores over multipl
learning based on standardized test scores over multiple years.
The NEPC report
uses badly flawed
measures of school performance that provide little information about how much
students learn as a result
of attending K12 schools.
But the NEPC report contains no information that can be
used to accurately
measure the effect
of K12 schools on how much their
students learn.
Instead we need to be doing what an increasing number
of schools like another Arizona - based school, the Carpe Diem Collegiate High School and Middle School, are doing and disrupting that flawed paradigm by implementing online
learning to create a
student - centric system — not to increase costs for the community through bond
measures or otherwise, as the article reports — but to
use existing resources to prioritize
student learning and achieve great results.
Do not
use attendance as a metric for success Seat - time and
student attendance are the incorrect
measures of success in a world in which
learning can happen anywhere and at any time and are at odds with other good language and goals in the executive summary (see Sec.
If you are already
using visuals, how can you
measure the impact
of this approach on
student learning?
Right now we are
using proxy
measures, such as whether a teacher has a major in the subject he or she teaches, but that does nt get at whether the
students of that teacher are
learning.
What ideal combination
of outcome and process
measures should we
use to ensure that
students have a great virtual
learning experience and public funds are well spent?
For example, several
of the 13 dimensions
of teaching expertise were
measured using student surveys, with questions such as, «An important reason why I do homework is because I like to
learn new things,» or, «I do my schoolwork because I'm interested in it.»
The new version
of the law, he said, will need to ensure effective teachers and principals for underperforming schools, expand
learning time, and devise an accountability system that
measures individual
student progress and
uses data to inform instruction and teacher evaluation.
I think Reich makes a good point about the potential misalignment between the tests we
use to
measure education and the real
learning needs
of today's
students.
More and more schools are dialing back the pressure and
using lower - key
measures of student learning throughout the school year.
So rather than just
use other
measures to evaluate those teachers — like observations — states encouraged the creation
of «
student learning objectives» to fill the gap.
Therefore, we're training teachers to
measure and pay attention to the range
of learning styles in the group and to
use various techniques to meet individual
students» needs.
In this lesson,
students consider the vastness
of space and
learn why astronomers
use kilometres in standard form and light years to
measure distances.
Inquiry - science intervention;
measured impact
of an urban instructional intervention in grades 3 - 5
using matched pre - and post-tests found substantial
learning gains and a cumulative effect as
students participate over several years.
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.
If you're wanting to
use a STEM education program that hasn't been evaluated, Rosicka says it's important to consider how the impact on
student learning will be
measured and before you allocate any funding or staff time get in touch with the program provider and ask three questions: Is there existing evidence
of the impact
of this program on
students»
learning?
The authors suggest that other states
learn from «the danger
of relying on statewide test scores as the sole
measure of student achievement when these scores are
used to make high - stakes decisions about teachers and schools as well as
students.»
Teachers know that standardized tests are not perfect
measures of what their
students have
learned, just as they know that the assessments they develop for their own
use are not perfect
measures.
As Bauerlein notes, this was a pretty radical shift for grantees
used to evaluating programs by handing out questionnaires to
students at the end
of the program «that
measured their attitudes and enjoyment» and not «
learning outcomes.»
Using the full population
of all first - year undergraduates enrolled at Northwestern between fall 2001 and fall 2008 (over 15,000
students in all), we empirically generate two new
measures of teaching quality — one an indicator
of inspiration (the rate
of «conversion»
of non-majors to majors) and the other an indicator
of deep
learning (the degree to which a professor adds lasting value to
students»
learning that is reflected in success in future classes).
States could
use their authority over teacher preparation programs to strengthen the qualifications
of beginning teachers and lower costs to districts by focusing on the recruitment and admission
of a qualified pool, rigorous clinical preparation, and collecting evidence
of program impact (hiring rates, graduate and employer satisfaction, Pre-K — 12
student learning, and related
measures).
I'm thinking
of platforms for collaboration in knowledge creation, where teachers can share and enrich teaching materials;
of the amount
of data that can be collected to
measure students»
learning; or
of the increasing
use of blended
learning models in teachers» training, in which online lectures are combined with individualized expert support and feedback from peers.
Consider having
students play one
of the games below, and then, to
measure learning outcomes,
use traditional assessment strategies like matching claims to evidence.
In its keys for educating young adolescents, AMLE calls for educators to
use a variety
of assessments in an effort to both advance and
measure student learning.
The independent study conducted by SRI, Evaluation
of Rocketship Education's
Use of DreamBox
Learning Online Mathematics Program, was commissioned by Rocketship to measure the impact of online math learning on its students» academic growth in Learning Lab, a key component of the Rocketship Hybrid Schoo
Learning Online Mathematics Program, was commissioned by Rocketship to
measure the impact
of online math
learning on its students» academic growth in Learning Lab, a key component of the Rocketship Hybrid Schoo
learning on its
students» academic growth in
Learning Lab, a key component of the Rocketship Hybrid Schoo
Learning Lab, a key component
of the Rocketship Hybrid School Model.
Academic Gains, Double the #
of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work
of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit
Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended -
Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada
Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to
Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds
of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth
of Opportunity Culture Voices — May 26, 2016 Increase the Success
of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016
Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016
Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals
Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?
«This low rate
of parental exemption indicates that our parents and
students see the value
of measuring the skills
of all
students against the same standards the same way,
using one common yardstick, and one shared goal:
learning,» Torlakson said.
At AISR, she led the Time for Equity Indicators Project, which developed and supports the
use of a comprehensive set
of indicators that
measure how expanded time and
learning opportunities can transform the lives
of students, the structure
of schools, and the power
of communities.
«Across the country, states, districts, and educators are leading the way in developing innovative assessments that
measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved
students; and spur improvements in teaching and
learning for all our children,» stated U.S. Secretary
of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and
use better, less burdensome assessments that give a more well - rounded picture
of how
students and schools are doing, while providing parents, teachers, and communities with critical information about
students»
learning.»
A second study, recently published in the Proceedings
of the National Academy
of Sciences (PNAS) by Gary Chamberlain,
using the same data as Chetty and his colleagues, provides fodder both for skeptics and supporters
of the
use of value - added: while confirming Chetty's finding that the teachers who have impacts on contemporaneous
measures of student learning also have impacts on earnings and college going, Chamberlain also found that test scores are a very imperfect proxy for those impacts.
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.
Formative assessment, or assessment for
learning, is not a «toolkit»
of strategies, and is not simply a method that a teacher
uses to
measure student learning during instruction.
Scales utilize the concept
of formative assessment; the activities and assessments we
use to
measure a
student's growth during the
learning.
, recently published in the Proceedings
of the National Academy
of Sciences (PNAS) by Gary Chamberlain,
using the same data as Chetty and his colleagues, provides fodder both for skeptics and supporters
of the
use of value - added: while confirming Chetty's finding that the teachers who have impacts on contemporaneous
measures of student learning also have impacts on earnings and college going, Chamberlain also found that test scores are a very imperfect proxy for those impacts.
I recognize that requiring the
use of statewide assessments to
measure student learning growth requires a legislative change, and that Governor Inslee and your office worked diligently to obtain that change.
The Association advocates for the appropriate
use of available data; minimizing administrative burdens to schools; and
using student growth
measures to accurately describe the impact
of teachers and schools on
student learning.
CEC helped RPS revise its teacher evaluation process and
learn to
use student growth
measures before implementing PAR; conduct and analyze a detailed system assessment before beginning strategic planning; and develop a data - based decision - making culture at the school level before the implementation
of SMART Goals as a school improvement process.
The new system would enable the state to
measure a full range
of college - and career - ready knowledge and skills, shift toward personalized
learning, and
use meaningful
student assessments to ensure effective academic support for
students who need it.