Value-added assessment in practice: lessons from the Pennsylvania Value-Added Assessment System pilot project
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Santa Monica, CA
RAND Education
2007
|
| Schriftenreihe: | Technical report (Rand Corporation)
TR-506-CC. |
| Schlagworte: | |
| Online-Zugang: | FAW01 FAW02 Volltext |
| Beschreibung: | "Supported by the Carnegie Corporation of New York, the Ewing Marion Kauffman Foundation, the National Education Association, and the Pennsylvania State Education Association.". - "Rand Education.". - Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002 Includes bibliographical references (pages 103-105) 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 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 |
| Beschreibung: | 1 Online-Ressource (xxi, 105 pages) |
| ISBN: | 083304236X 0833044435 9780833042361 9780833044433 |
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| 500 | |a Includes bibliographical references (pages 103-105) | ||
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| 500 | |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 | ||
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Datensatz im Suchindex
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| any_adam_object | |
| author | McCaffrey, Daniel F. 1963- |
| author_GND | (DE-588)130156515 |
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| author_sort | McCaffrey, Daniel F. 1963- |
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| dewey-search | 371.26/2 |
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| discipline | Pädagogik |
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| id | DE-604.BV043135208 |
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| indexdate | 2024-07-10T07:18:31Z |
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| spelling | McCaffrey, Daniel F. 1963- Verfasser (DE-588)130156515 aut Value-added assessment in practice lessons from the Pennsylvania Value-Added Assessment System pilot project Daniel F. McCaffrey, Laura S. Hamilton Rand (Online publications) Santa Monica, CA RAND Education 2007 1 Online-Ressource (xxi, 105 pages) txt rdacontent c rdamedia cr rdacarrier Technical report (Rand Corporation) TR-506-CC. "Supported by the Carnegie Corporation of New York, the Ewing Marion Kauffman Foundation, the National Education Association, and the Pennsylvania State Education Association.". - "Rand Education.". - Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002 Includes bibliographical references (pages 103-105) 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 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 EDUCATION / Educational Policy & Reform / General bisacsh Educational accountability fast Educational indicators fast Educational tests and measurements fast Educational tests and measurements Pennsylvania Educational accountability United States Educational indicators United States Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf USA Pennsylvania (DE-588)4045103-3 gnd rswk-swf Pennsylvania (DE-588)4045103-3 g Schulleistungsmessung (DE-588)4077202-0 s 1\p DE-604 Hamilton, Laura S. Sonstige oth Rand Education (Institute) Sonstige oth http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=230123 Aggregator Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | McCaffrey, Daniel F. 1963- Value-added assessment in practice lessons from the Pennsylvania Value-Added Assessment System pilot project EDUCATION / Educational Policy & Reform / General bisacsh Educational accountability fast Educational indicators fast Educational tests and measurements fast Educational tests and measurements Pennsylvania Educational accountability United States Educational indicators United States Schulleistungsmessung (DE-588)4077202-0 gnd |
| subject_GND | (DE-588)4077202-0 (DE-588)4045103-3 |
| title | Value-added assessment in practice lessons from the Pennsylvania Value-Added Assessment System pilot project |
| title_alt | Rand (Online publications) |
| title_auth | Value-added assessment in practice lessons from the Pennsylvania Value-Added Assessment System pilot project |
| title_exact_search | Value-added assessment in practice lessons from the Pennsylvania Value-Added Assessment System pilot project |
| title_full | Value-added assessment in practice lessons from the Pennsylvania Value-Added Assessment System pilot project Daniel F. McCaffrey, Laura S. Hamilton |
| title_fullStr | Value-added assessment in practice lessons from the Pennsylvania Value-Added Assessment System pilot project Daniel F. McCaffrey, Laura S. Hamilton |
| title_full_unstemmed | Value-added assessment in practice lessons from the Pennsylvania Value-Added Assessment System pilot project Daniel F. McCaffrey, Laura S. Hamilton |
| title_short | Value-added assessment in practice |
| title_sort | value added assessment in practice lessons from the pennsylvania value added assessment system pilot project |
| title_sub | lessons from the Pennsylvania Value-Added Assessment System pilot project |
| topic | EDUCATION / Educational Policy & Reform / General bisacsh Educational accountability fast Educational indicators fast Educational tests and measurements fast Educational tests and measurements Pennsylvania Educational accountability United States Educational indicators United States Schulleistungsmessung (DE-588)4077202-0 gnd |
| topic_facet | EDUCATION / Educational Policy & Reform / General Educational accountability Educational indicators Educational tests and measurements Educational tests and measurements Pennsylvania Educational accountability United States Educational indicators United States Schulleistungsmessung USA Pennsylvania |
| url | http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=230123 |
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