Not exact matches
In general, a
performance - based assessment
measures students» ability to apply the skills and knowledge
learned from a unit or units
of study.
Currently, more school districts and universities are seeking authentic
measures of student learning, and
performance - based assessments have become increasingly relevant.
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.
The NEPC report paints a dismal picture
of student learning at K12 - operated schools, but the fatal flaw
of the report is that the
measures of «
performance» it employs are based primarily on outcomes such as test scores that may reveal more about
student background than about the quality
of the school, and on inappropriate comparisons between virtual schools and all schools in the same state.
But NCLB's way
of measuring school
performance does not look directly at how much individual
students are
learning from one year to the next.
Performance measures based on the growth in
student achievement over time, which are only possible with annual testing, provide a fairer, more accurate picture
of schools» contribution to
student learning.
Outstanding
performance may also be
measured based on the assessment
of the head teacher (Portugal), assessments performed by education administrators (Turkey), or the
measured learning achievements
of students (Mexico).
Moe, for reasons I'll explain in a moment, thinks «reform unionism» is a pipe dream and that the only effective way to drive school improvement is by getting the system incentives to emphasize
performance — which requires
measures of student learning.
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).
Also, our findings are based on
student performance on the TIMSS math and science exams, which are designed to
measure mastery
of factual knowledge
of the curricula that schools expect
students to
learn.
[B] y taking the standardized testing seriously in that final year, the schools simply may have produced a truer
measure of student's actual (better)
performance all along, not necessarily a signal that they actually
learned a lot more in the one year under the new accountability regime....
Base any accountability system designed to
measure school and / or state
performance on multiple
measures of student growth and
learning.
The second is changing the statutory requirements for teachers»
performance reviews, particularly to allow
measures of student learning instead
of or in addition to
student growth «determined solely by state assessment.»
A comprehensive survey
of 10,000 teachers from around the country showed that when teachers are asked for their honest, professional opinions, overwhelming majorities agree that «engaged and effective» teachers are very important for
student learning and that
student achievement is the most important
measure of their
performance.
Virginia published statewide passage rates for the Standards
of Learning (SOL) exams Tuesday, and the annual tests that
measure students»
performance across all subjects showed gains in almost every category.
One
of the commitments that Washington — and every State that received ESEA flexibility — made was to put in place teacher and principal evaluation and support systems that take into account information on
student learning growth based on high - quality college - and career - ready (CCR) State assessments as a significant factor in determining teacher and principal
performance levels, along with other
measures of professional practice such as classroom observations.
A recent report from the
Learning Policy Institute, a research and policy organization in Palo Alto, cites studies that found «that teachers
of color boost the academic
performance of students of color,» on
measures such as improved reading and math scores, graduation rates and greater aspirations to attend college.
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.
At Imagine Andrews, we
measure the academic
performance of our
students primarily based on same -
student learning gains (i.e., the improvement in
student achievement in reading and math
measured for the same
students from the beginning until the end
of each school year).
Performance - based assessments
measure subject - matter proficiency and the ability
of students to apply the content and skills they have
learned.
As examples, studies that use
student test
performance to
measure teachers» effectiveness — adjusted for prior achievement and background characteristics — demonstrate that, on average, teachers add more to their
students»
learning during their second year
of teaching than they do in their first year, and more in their third year than in their second.
Importantly, teachers overwhelmingly agree that
student -
learning growth over the course
of an academic year is the most important metric in
measuring their
performance.
This data, in conjunction with other complementary impact
measures around school
performance and accountability, will assist school leadership teams in the implementation
of initiatives geared towards elevated staff engagement and ultimately enhanced
learning environments and outcomes for
students.
Unless such tests are shown to be developmentally appropriate, scientifically valid, and reliable for the purpose
of measuring both
student learning and a teacher's
performance, such tests may not be used to support any employment action against a teacher and may be used only to provide non-evaluative formative feedback.Standardized tests, even if deemed valid and reliable, may not be used to support any employment action against a teacher.
The authors add that] to ensure that evaluation ratings better reflect teacher
performance, states should [more specifically] track the results
of each evaluation
measure to pinpoint where misalignment between components, such as between
student learning and observation
measures, exists.
Unless such tests are shown to be developmentally appropriate, scientifically valid, and reliable for the purpose
of measuring both
student learning and a teacher's
performance, such tests may not be used to support any employment action against a teacher and may be used only to provide non-evaluative formative feedback.
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.
The department comparisons shall be made to determine if there is any significant difference in the
performance of these groups
of teachers, as
measured by their
students» achievement levels and
learning gains as
measured by s. 1008.22.
The
Student Performance and Improvement team provides schools with unparalleled levels
of service to ensure that the district effectively and efficiently implements continuous improvement systems that support,
measure, and inform the district's work in the areas
of teaching and
learning, professional development, and educator effectiveness.
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 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.
Educators seeking to
measure student attainment
of 21st century skills and deeper
learning are increasingly looking to
performance assessment as a way to assess
student performance meaningfully.
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.
A host
of factors — lack
of accountability for school
performance, staffing practices that strip school systems
of incentives to take teacher evaluation seriously, teacher union ambivalence, and public education's practice
of using teacher credentials as a proxy for teacher quality — have produced superficial and capricious teacher evaluation systems that often don't even directly address the quality
of instruction, much less
measure students»
learning.
Give guidelines for
measuring the
student learning outcomes
of those under novice teachers, including academic
performance.
The hastily called hearing sought to be a forum for the various groups to air mounting concerns about implementation
of the new standards and especially the new testing, which will not only gauge how much
students have
learned but will also be used in
measuring teacher
performance under the state's new evaluation guidelines.
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.
Student Assessment Home Page --»... The Assessment Division
of the Illinois State Board
of Education is responsible for developing and administering tests that
measure the
performance of students and schools against the Illinois
Learning Standards.
A group
of Los Angeles teachers Wednesday unveiled their own proposal for a new
performance review system that would use both state standardized test scores and assessments chosen by individual schools to
measure how well instructors help their
students learn.
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..
«We wanted to take a thoughtful approach so we could carefully consider how to best
measure performance and how to weigh the effects
of such plans on
student learning and teacher morale,» said Dan Moore, Assistant Superintendent for Human Resources.
Widespread use
of multiple - choice tests as predominant
measures of learning must give way to an expanded use
of performance assessments tasks that engage
students in applying their
learning in genuine contexts.
Using Multiple
Measures to Evaluate the
Performance of Students and Schools:
Learning from the Cases
of Kentucky and Maine.
Performance Standard 4: Assessment
of and for
Student Learning The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the schoo
Student Learning The teacher systematically gathers, analyzes, and uses all relevant data to
measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the schoo
student academic progress, guide instructional content and delivery methods, and provide timely feedback to both
students and parents throughout the school year.
The evidence from research on these and other systems indicate that through using
performance assessments schools can focus instruction on higher order skills, provide a more accurate
measure of what
students know and can do, engage
students more deeply in
learning, and provide for more timely feedback to teachers, parents, and
students in order to monitor and alter instruction.
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.
We are being told that our evaluation system will require our full comprehension and maintenance
of:
measures of teacher practice observation option selection forms, evaluator forms, consistent update
of class lists / rosters, observation options A, B, C, D, the Matrix, and MOSL options (project based
learning assessments,
student learning inventories,
performance based assessments, and progress monitoring assessments), not to mention how this plays out for what people teach (elementary / middle / high school, alternative assessment, English as a New Language, content areas, etc).
Together, the Partnership for Assessment
of Readiness for College and Careers (PARCC) and the Smarter Balanced Assessment Consortium (Smarter Balanced) received more than $ 360 million in federal grants to develop these Common Core — aligned next - generation assessments that will not only
measure deeper
learning but also evaluate
student and educator
performance (Gewertz, 2012).
WHEREAS, the new evaluation system based on NYS Education Law 3012c disproportionately weights the use
of high stakes test scores over qualitative assessments as «
Measures of Student Learning (MOSL)» in determining teacher performance, leading to a proliferation of Common Core - aligned tests with devastating consequences for teaching and learning conditions in our scho
Learning (MOSL)» in determining teacher
performance, leading to a proliferation
of Common Core - aligned tests with devastating consequences for teaching and
learning conditions in our scho
learning conditions in our schools, and