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design a research-based system for using performance assessments along with other instruments to measure student academic growth, which in turn, could be used with other measures of teaching effectiveness for purposes of teacher evaluation in non-tested subjects and grades.
results for different growth models applied to data from the same (or equated) tests
• quite variable correlations among indicators based on the same model, but different end-of-year tests (state vs. AASETE) or based on the same model applied to different test components (multiple-choice vs. performance)
• only slightly higher correlations among indicators with sophisticated scaling of student scores as opposed to raw (or linearly transformed) student scores
• moderate to high correlations among indicators based on simple growth or simple prediction models and those based on more sophisticated models
• a simple prediction model subtracting students’ predicted scores on a common end-of-course measure from the actual scores on that measure, and aggregating (averaging) the differences at the teacher level
• human judgment in deciding if the student growth for a particular teacher is adequate given the unique characteristics of the teacher’s students, the other unique contextual factors of the teacher’s situation, and previous growth indicators for the teacher
A Guide for Education Policy Makers and Evaluators of Teachers
Measured Progress, Inc.May 2014
This document was prepared by Measured Progress, Inc. with funding from the Bill and Melinda Gates Foundation, Grant No. OPP1029363. The content of the publication does not necessarily reflect the views of the Foundation.