Sentences with phrase «student test scores alone»

Diegnan said he also won some language that student test scores alone would not be a determinant factor in a teacher's evaluation, but one of several.

«Teacher effectiveness should not be based on student test scores alone,» said Gene R. Carter, ASCD Executive Director.

But student test scores alone aren't a sensitive enough measure to gauge effective teaching, nor are they diagnostic enough to identify areas of improvement.

Using student data to assess teachers raises a number of thorny objections, as unions and individual teachers balk at using student test scores alone to drive decisions on teacher effectiveness.

Not exact matches

As the state notes of its system, «A central tenet of AchieveNJ is that educators are never evaluated on a single factor or test score alone, but on multiple measures of both effective practice and student learning.»

Though each of these policies has been tied to student test - score improvements, either the effect size was too small or the policy affected too few students to alone account for the substantial test - score improvements seen on the NAEP and FCAT.

But still, such initiatives may well be changing students» lives, although we wouldn't know that by looking at test scores alone.

Without accounting for any differences in students» socioeconomic status, the Spanish language and mathematics test scores of students who attend network schools are considerably higher than the scores of those attending stand - alone schools.

Measuring success by test scores alone, especially early in the life of a program, does a disservice to students, educators and schools — public or private.

Even better, they were hoping that the combination of classroom observations, student surveys, and previous test score gains would be a much better predictor of future test score gains (or of future classroom observations) than any one of those measures alone.

The release Thursday of the results on the state's Academic Performance Index marks the end of a decade of judging student performance based on test scores alone.

That is, assessing programs with value - added measures is easier than it is with test scores alone because the value - added measures account for differences in the students that teachers teach.

The truth is that you can't tell simply from standardized test scores, yet there is a large majority that wants to use standardized test scores alone to judge both student and teacher performances.

Using a variety of assessment measures provides a fuller picture of student learning than test scores alone.

Teacher Performance Pay Alone Does Not Raise Student Test Scores — New Vanderbilt Study Finds, Vanderbilt - Peabody News, Melanie Moran, September 21, 2010

It turns out that tying teacher observation and evaluation to high - stakes test scores alone generates little if any increased student achievement.

In an evaluation of four principal preparation programs, Matthew Clifford of the American Institutes for Research and Eva Chiang of the George W. Bush Institute determined that using student standardized test scores alone does not give a conclusive picture of how well a principal training program prepares principals to be able to improve student learning in their schools.

This was the first scientific study of its kind in the US, and it sought to answer if merit pay alone, independent of other resources and support, increased student achievement as measured by test scores.

The better colleges are able to and need to allocate more of their resources to assessing incoming students so that test scores alone do not play a dominant role in the admissions criteria.

He also said test scores alone should not decide a teacher's salary, ``... but to somehow suggest we should not link student achievement to teacher effectiveness is like suggesting we judge sports teams without looking at the box score.»

«As a central... tenet, we believe that educators should never be evaluated on a single factor or test score alone, but on multiple measures of both effective practice and student learning outcomes.»

And those have been followed - up by further research finding that that ninth - grade teachers who are particularly good in helping student acquire non-cognitive skills are more successful «much larger in magnitude» in having students graduate and attend college than those whose work results in higher test scores alone (see You'll Want To Read This Interview With Education Researcher Kirabo Jackson).