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来源类型 | Publication |
Alternative Student Growth Measures for Teacher Evaluation: Implementation Experiences of Early-Adopting Districts | |
Moira McCullough; Brittany English; Megan Hague Angus; and Brian Gill | |
发表日期 | 2015-07-21 |
出版者 | Washington, DC: Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic |
出版年 | 2015 |
语种 | 英语 |
概述 | Throughout the country, school districts are scrambling to adhere to new state requirements for teacher evaluation. More than 40 states have mandated that some measure of student achievement growth be included in teacher evaluations.", |
摘要 | Key Findings:
Throughout the country, school districts are scrambling to adhere to new state requirements for teacher evaluation. More than 40 states have mandated that some measure of student achievement growth be included in teacher evaluations. Annual state assessments are commonly used for this purpose (using statistical techniques known as value-added models or student growth models) but typically cover only grades 3–8 and one high school grade and have minimal coverage of subjects other than math and reading. To address this limitation, many states and districts are developing alternative ways to measure student growth in grades and subjects not covered by state assessments. These alternative student growth measures fall into two broad categories:
These alternative student growth measures have only recently begun to be implemented widely. Thus, information is limited on how the measures can be used to evaluate teachers and on the costs and benefits associated with implementing the measures. This study examines implementation of alternative student growth measures in a sample of eight school districts that were early adopters of the measures. It builds on an earlier Regional Educational Laboratory Mid-Atlantic report that described the two types of alternative student growth measures—alternative assessment–based value-added models and student learning objectives—in the early-adopting districts (Gill, English, Furgeson, & McCullough, 2014). This report incorporates perspectives from multiple stakeholders in the districts and more closely examines how the measures were used, their costs and benefits, and common implementation challenges and solutions. |
URL | https://www.mathematica.org/our-publications-and-findings/publications/alternative-student-growth-measures-for-teacher-evaluation-implementation-experiences |
来源智库 | Mathematica Policy Research (United States) |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/488177 |
推荐引用方式 GB/T 7714 | Moira McCullough,Brittany English,Megan Hague Angus,et al. Alternative Student Growth Measures for Teacher Evaluation: Implementation Experiences of Early-Adopting Districts. 2015. |
条目包含的文件 | ||||||
文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
REL_2015093.pdf(501KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 |
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