Using Alternative Student Growth Measures for Evaluating Teacher Performance: What the Literature Says. REL 2013-002

Autor/inn/en	Gill, Brian; Bruch, Julie; Booker, Kevin
Institution	Regional Educational Laboratory Mid-Atlantic (ED); National Center for Education Evaluation and Regional Assistance (ED)
Titel	Using Alternative Student Growth Measures for Evaluating Teacher Performance: What the Literature Says. REL 2013-002
Quelle	(2013), (62 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Evaluation; Teacher Competencies; Evaluation Methods; Educational Testing; Scores; Educational Objectives; Correlation; Standardized Tests; State Standards; Academic Achievement; Achievement Gains; Incentives; Teacher Effectiveness; Test Reliability; Outcomes of Education; Meta Analysis; High Stakes Tests; Statistical Analysis; Teacher Improvement; Student Evaluation; Alternative Assessment; Public Schools; ACT Assessment; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Iowa Tests of Basic Skills; Preliminary Scholastic Aptitude Test; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Lehrkunst; Educational objective; Bildungsziel; Erziehungsziel; Korrelation; Standadised tests; Standardisierter Test; Schulleistung; Achievement gain; Leistungssteigerung; Anreiz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Testreliabilität; Lernleistung; Schulerfolg; Meta-analysis; Metaanalyse; Statistische Analyse; Schulnote; Studentische Bewertung; Public school; Öffentliche Schule; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	States are increasingly interested in including measures of student achievement growth, or "value- added," in evaluating teachers. Annual state assessments, however, which are the typical measure of student growth, usually cover only reading and math teachers and only in grades 4-8. These state assessments thus cannot generally be used to measure contributions to student achievement growth for early elementary school teachers, most high school teachers, and teachers of other subjects. As a consequence, a growing number of states and school districts are exploring alternatives for measuring teachers' contributions to student learning. These alternatives have the potential to be used for evaluating not only teachers who work in grades and subjects outside the annual state testing regime but also as complementary growth measures for teachers of tested grades and subjects. This report reviews the literature on two categories of alternative measures for evaluating teachers: (1) Alternative student outcome measures used in statistical growth (or value- added) models; and (2) Teacher-developed student learning objectives used for measuring growth. It also summarizes the evidence on the use of three types of alternative growth measures: (1) Student assessments other than annual state assessments used in statistical growth models; (2) Nontest student outcomes used in growth models; and (3) Student learning objectives (SLOs). Three appendixes are included: (1) Literature search methodology; (2) Results of the literature search for alternative student outcomes in statistical growth models; and (3) Results of the literature search for student learning objectives. (Contains 3 notes and 16 tables.) [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Mid-Atlantic administered by ICF International. For the report summary, see ED544208.] (ERIC).
Anmerkungen	Regional Educational Laboratory Mid-Atlantic. 11785 Beltsville Drive Suite 300, Calverton, MD 20705. Tel: 301-572-0889; Tel: 866-735-6239; e-mail: info@relmidatlantic.org; Web site: http://www.relmidatlantic.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10