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Value-added assessment in practice : lessons from the Pennsylvania Value-Added Assessment System pilot project /
The No Child Left Behind Act of 2001 places a strong emphasis on the use of student achievement test scores to measure school performance, and, throughout the United States, school and district education reform efforts are increasingly focusing on the use of student achievement data to make decision...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Autor Corporativo: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Santa Monica, CA :
RAND Education,
2007.
|
| Colección: | Technical report (Rand Corporation) ;
TR-506-CC. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a McCaffrey, Daniel F. | |
| 245 | 1 | 0 | |a Value-added assessment in practice : |b lessons from the Pennsylvania Value-Added Assessment System pilot project / |c Daniel F. McCaffrey, Laura S. Hamilton. |
| 260 | |a Santa Monica, CA : |b RAND Education, |c 2007. | ||
| 300 | |a 1 online resource (xxi, 105 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 490 | 1 | |a Technical report | |
| 500 | |a "Supported by the Carnegie Corporation of New York, the Ewing Marion Kauffman Foundation, the National Education Association, and the Pennsylvania State Education Association." | ||
| 500 | |a "Rand Education." | ||
| 504 | |a Includes bibliographical references (pages 103-105). | ||
| 505 | 0 | |a Introduction -- Examining VAA implementation and effects -- Background on Pennsylvania's VAA System -- History of PVAAS -- PVAAS reports -- PVAAS statistical methodology for the pilot program -- Organization of this report -- Methods and data -- Details on matching -- Overview of matching approach -- Matching variables -- Matching methods for cohort 1 -- Matching methods for cohort 2 -- Matching results for cohort 1 -- Matching results for cohort 2 -- The Pennsylvania System of School Assessment (PSSA) -- Methods for estimating the effects of PVAAS on PSSA scores -- Surveys -- Survey methods for educators -- Effects of PVAAS on student achievement -- Summary -- Superintendents' responses to PVAAS -- Actions and opinions in PVAAS and comparison districts -- Use of achievement data -- Support for test-based accountability -- Facilitators and barriers -- Responses to PVAAS among participating districts -- Responses to PVAAS program -- Summary -- Principals' responses to PVAAS -- Actions and opinions in PVAAS and comparison districts -- Use of achievement data -- Support for test-based accountability -- Facilitators and barriers -- Understanding and interpretation of growth data -- Responses to PVAAS among principals from participating districts -- Summary -- Teachers' responses to PVAAS -- Actions and opinions of teachers in PVAAS and comparison districts -- Use of achievement data -- Facilitators and barriers -- Responses to PVAAS among engaged teachers -- Summary -- Summary and implications -- Implications for understanding educators' use of VAA data -- Study limitations -- Conclusion. | |
| 505 | 0 | |a Introduction -- Methods and data -- Effects of PVAAS on student achievement -- Superintendents' responses to PVAAS -- Principals' responses to PVAAS -- Teachers' responses to PVAAS -- Summary and implications -- Appendix: Matching results summary tables and figures. | |
| 520 | |a The No Child Left Behind Act of 2001 places a strong emphasis on the use of student achievement test scores to measure school performance, and, throughout the United States, school and district education reform efforts are increasingly focusing on the use of student achievement data to make decisions about curriculum and instruction. To encourage and facilitate data-driven decisionmaking, many states and districts have begun providing staff with information from value-added assessment (VAA) systems-collections of complex statistical techniques that use multiple years of test-score data to try to estimate the causal effects of individual schools or teachers on student learning. The authors examined Pennsylvania's value-added assessment system, which was rolled out in four waves, allowing comparison of a subset of school districts participating in the VAA program with matched comparison districts not in the program. The study found no significant differences in student achievement between VAA and comparison districts. The authors surveyed school superintendents, principals, and teachers from these districts about their attitudes toward and use of test and value-added data for decisionmaking, and found that most educators at schools participating in the VAA program do not make significant use of the information it provides. McCaffrey and Hamilton conclude that the utility of VAA cannot be accurately assessed until educators become more engaged in using value-added measures. | ||
| 506 | |3 Use copy |f Restrictions unspecified |2 star |5 MiAaHDL | ||
| 533 | |a Electronic reproduction. |b [Place of publication not identified] : |c HathiTrust Digital Library, |d 2010. |5 MiAaHDL | ||
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| 588 | 0 | |a Print version record. | |
| 546 | |a English. | ||
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| 650 | 0 | |a Educational tests and measurements |z Pennsylvania. | |
| 650 | 0 | |a Educational accountability |z United States. | |
| 650 | 0 | |a Educational indicators |z United States. | |
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| 650 | 6 | |a Responsabilité du rendement (Éducation) |z États-Unis. | |
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| 700 | 1 | |a Hamilton, Laura S. | |
| 710 | 2 | |a Rand Education (Institute) | |
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