THE VALUE IN VALUE- ADDED ASSESSMENTS

Judy Fang AED 6335

THE PURPOSE OF VALUE ADDED ASSESSMENT

The primary purpose of this type of assessment is to provide diagnostics back to the teacher, principal and school for review and appropriate action.

Responsibility =“Response” abilityIt is our duty to hold ourselves

accountable for our students’ growth.

WHAT IS VALUE ADDED ASSESSMENT? Measures longitudinal growth Testing could be influenced by variety of factors Analyzation of comparable plots Aggregation of data across classrooms Eliminating external variables as the causes for

learning rates

THREE CONDITIONS FOR VALUE-ADDED MODEL

Scales of measure highly correlated to specific curriculum

Sufficient stretch in the assessment instrument

Appropriate reliabilities of measurement

THE ULTIMATE GOAL OF VALUE ADDED ASSESSMENT

Educators need to ratchet up academic achievement for every child. Teachers need to learn how to analyze and confront their own

data in regards to quality teaching and learning of students.

RESEARCH FINDINGS

Shed Patterns: when the lowest achievers make the greatest gains in the classrooms and the highest achievers are held back.

Tee-Pee patterns: when the teachers focus their instruction on the middle (average student). Average students make the greatest gains and those at the bottom and top realize less of a gain.

RESEARCH FINDINGS

Percent Cumulative Norm Gains- “ How much progress should educators expect students to make during years in school?”

Variability of Teacher Effectiveness- using shrinkage estimation to avoid false negatives findings, you can measure bug differences in teacher effectiveness.

As one travels up the grade levels in a school, the variability of teacher effectiveness increases.

EFFECTIVE TEACHERS AND VALUE ADDED

Measuring impact of cumulative effect of teachers on populations separates teachers by effectiveness in quintiles and looks as the impact of cumulative effect on student achievement.

Potential Growth = Effectiveness of Teacher

TEACHER EFFECTIVENESS OVER TIME

First 10-12 years growing effectiveness 20-22 years highest level of effectiveness Last third of career- possible decrease in

effectiveness Teachers need to confront their own data=

teachers need to assess whether or not they are effective teachers!

WHAT DOES THIS MEAN FOR EDUCATORS?

Differences in teacher effectiveness is the single largest factor affecting academic growth.

It’s not poverty, race, ethnicity, genetics, or any other external “excuse”- it is the teacher.

HOW WILL YOU CONTRIBUTE TO…

Value- added assessments? Differentiated Instruction? Becoming a highly effective teacher? Becoming a highly effective school?

Highly effective schools link teachers over grade levels and focus on gains in achievement grade by grade.

HIGHLY EFFECTIVE TEACHERS…

Ensure all children achieve

Teach students from where they are

Differentiate instruction and focus on individual growth

Make excellent gains across previous achievement spectrum

ADDITIONAL RESEARCH

Value Added Assessment: An Accountability Revolution

http://education-consumers.com/articles/value_added_assessment.shtmValue –Added Assessment from Student

Achievement Data: Opportunities and Hurdles

http://www.sas.com/govedu/edu/research.html