Though the test is being revamped, Elm City is not convinced that standardized tests will ever add much
value at the classroom level.
Not exact matches
She embodies the
values of courage and commitment that are required to meet the daunting challenge that confronts urban school districts, making good teaching happen for every child, every day, in every
classroom, to enable all children to learn and achieve
at high
levels,» said Professor Robert Peterkin, director of the Urban Superintendents Program.
We feel now, as we felt then, that until we
value, support and accredit the sorts of in -
classroom excellence
at least as much as we do leadership and management, teaching will never enjoy equal
levels of status or success as other professions.
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.»
[17] We illustrate this in Figure 2, which shows the relationship between teachers» future
classroom effectiveness (
at the elementary
level) as measured by
value - added and their initial performance on licensure tests.
Additional payouts for performance were awarded, but never exceeded $ 6,400 and were tied to a
value - added calculation
at the school or grade
level, not
at the
classroom level.
And while I may disagree with some very smart people (and yes this makes me nervous) about how they should be used (I lean towards principals using them on a micro
level, districts and beyond using them
at the macro, ie not to evaluate individual teachers, but schools, districts, etc) I don't think anyone can disagree on this hard fact: not every K - 12
classroom will be tested every year in a way that is rigorous or consistent enough for
value - added analysis.
Teachers
at six of Lucia Mar's 17 campuses can earn up to $ 3,000 annually in merit pay, based on a 19 - point evaluation that includes
value - added scores
at the
classroom and school
levels.
At the school
level,
value - added means essentially the same thing — the measurement of how well a school purportedly grew its students from one year to the next, when students» growth in test scores over time are aggregated beyond the
classroom and to the school - wide
level.