Apples and Oranges. Value-Added Assessment Models Presentation by Erica Markunas EDUC 689 Coastal Carolina University. No Child Left Behind Act Meeting Annual Yearly Progress (AYP).
Value-Added Assessment Models Presentation by Erica Markunas
Coastal Carolina University
Analyzing students’ grade level scores (from entirely different students) from one year to the next doesn’t offer clues about student progress or achievement
AYP calculation formulas do not take into consideration the high percentage of disadvantaged students, nor the high incidence of student mobility for which a school is judged
School/teacher performance data
Predicts student performance using student as own control
Regroup students in instruction
Teacher best practice research
Modify instructional practices
Evaluate what is working and what is not – effective practices
Overall scores: 30/90 or 90/30 – average still 60
Gains may not reflect a standard met
Time involved in studying data/drawing conclusions
Using the information beneficially – trained administrators and teachers
Value-added assessment models should not be sole means to determine teacher quality or quality of instructional program.
For more information:
Holloway, J. H. (2000). A Value-Added View of Pupil Performance. Educational Leadership, 57(5), 84. Retrieved from EBSCOhost.Pickering, J. W., & Bowers, J. C. (1990). Assessing Value-Added Outcomes Assessment. Measurement and Evaluation in Counseling and Development, 22(4), 215-21. Retrieved from EBSCOhost.Schaeffer, B. (2004). Districts Pilot Value-Added Assessment: Leaders in Ohio and Pennsylvania Are Making Better Sense of Their School Data. School Administrator, 61(11), 20. Retrieved from EBSCOhost.Stover, D. (2005). Value-Add-On's Fine-Tune Teaching to the NCLB. Education Digest, 70(7), 28-31. Retrieved from EBSCOhost.
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