This research brief considers the stability of value - added
measures of teacher effectiveness over time and the resulting implications for the design and implementation of performance - based teacher compensation schemes.
Not exact matches
The authors address three criticisms
of value - added (VA)
measures of teacher effectiveness that Stanford University education professor Linda Darling - Hammond and her colleagues present in a recent article: that VA estimates are inconsistent because they fluctuate
over time; that
teachers» value - added performance is skewed by student assignment, which is non-random; and that value - added ratings can't disentangle the many influences on student progress.
We wanted to
measure the part
of a
teacher's
effectiveness that persists
over time.
Teaching is entirely
over scrutinized — what other profession has a multitude
of evaluators who sit in the worker's cubicle, office, or warehouse and take verbatim notes
of what is seen and heard, then evaluates them with no objective means because there is simply no way to objectively
measure a
teacher's
effectiveness to ALL students.
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.
The system
measures teacher and leadership performance
over time to chart the
effectiveness of the professional development.
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.»
If we think about improvement as
measuring the difference between a
teacher's
effectiveness at the beginning
of a period and her
effectiveness at the end, the change
over time will be subject to errors in both the starting and the ending value.
The district has launched a voluntary review program using student test scores as one
measure of instructor
effectiveness, but the
teachers union has opposed it and filed an unfair labor practice complaint
over the program's introduction without collective bargaining.
His studies include the design and estimation
of value - added growth
measures of school and
teacher effectiveness, and he has estimated value - added models for schools in
over 25 states.
The state's response: The Christie administration cites its own research to back up its plans, the most favored being the recent
Measures of Effective Teaching (MET) project funded by the Gates Foundation, which tracked 3,000 teachers over three years and found that student achievement measures in general are a critical component in determining a teacher's effect
Measures of Effective Teaching (MET) project funded by the Gates Foundation, which tracked 3,000
teachers over three years and found that student achievement
measures in general are a critical component in determining a teacher's effect
measures in general are a critical component in determining a
teacher's
effectiveness.
The sooner Gates issues a public correction, the sooner we can move beyond this dispute
over what is actually a sidebar in their report and focus instead on the enormously interesting project on which they've embarked to improve
measures of teacher effectiveness.
More specifically, the district and its
teachers are not coming to an agreement about how they should be evaluated, rightfully because
teachers understand better than most (even some VAM researchers) that these models are grossly imperfect, largely biased by the types
of students non-randomly assigned to their classrooms and schools, highly unstable (i.e., grossly fluctuating from one year to the next when they should remain more or less consistent
over time, if reliable), invalid (i.e., they do not have face validity in that they often contradict other valid
measures of teacher effectiveness), and the like.
This chapter examines the makeup
of the current
teacher workforce in the United States, exploring trends and changes
over time and what is known about how some
of these demographic factors relate to
measures of effectiveness.