Using Alternative Student Growth Measures for Evaluating Teacher Performance: What the Literature Says. Summary. 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. Summary. REL 2013-002
Quelle	(2013), (4 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 and school districts are exploring alternatives to state tests for measuring teachers' contributions to student learning. One approach applies statistical value-added methods to alternative student assessments such as commercially available tests and end-of course tests. The evidence suggests that these methods can reliably distinguish among teachers. A second approach requires teachers to develop student learning objectives at the beginning of the school year; these can be used in instructional planning as well as evaluation. Ensuring consistency across teachers and schools is challenging, and implementation is demanding, but student learning objectives have the advantage that they can be implemented in any grade or subject. [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Mid-Atlantic administered by ICF International. For full report, see ED544205.] (As Provided).
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