"Can Teachers Be Evaluated by Their Students' Test Scores? Should They Be? The Use of Value-Added Measures of Teacher Effectiveness in Policy and Practice"
In the wake of high-profile evaluations of teachers using their students’ test scores, such as one conducted by the Los Angeles Times, a study released last month suggests some such methods, called “value added” measures, are too imprecise to rate teachers’ effectiveness.
Among the problems, conclude researchers from the Annenberg Institute for School Reform, at Brown University, is that schools do not use a single, vertically aligned test for each subject, which is needed to track growth, and tests do not cover all state standards proportionately. The authors argue that value-added measures are most accurate for teachers with many years of student data, and less useful for novice teachers, who are more likely to need feedback.
Vol. 30, Issue 08, Page 5
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- Marketing Communications Manager, North America (CIE)
- Cambridge International Examinations, New York City, NY
- Tennessee State Teacher Fellows Program Director
- Hope Street Group, TN
- Superintendent, Lexington Public Schools
- Lexington Public Schools, Lexington, MA
- Director II-Sudent Support Services
- Deer Valley Unified School District, Phoenix, AZ
- Superintendent of Schools
- Ashburnham-Westminster Regional Schools, Ashburnham, MA