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Teachers Perceptions Of The Pennsylvania Value Added Asessment System
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Book Synopsis Teachers' Perceptions of Their Experiences with the Pennsylvania Value-added Assessment System and Its Use in Teacher Evaluation by : Melissa F. Mealy
Download or read book Teachers' Perceptions of Their Experiences with the Pennsylvania Value-added Assessment System and Its Use in Teacher Evaluation written by Melissa F. Mealy and published by . This book was released on 2016 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to investigate teachers' perceptions of their experiences with the Pennsylvania Value-Added Assessment System (PVAAS) and its use in teacher evaluation. Participants were fourth through sixth grade regular education classroom teachers in five school districts in Central Pennsylvania. Thirty-one teachers participated in the survey portion of the study. The survey was comprised of multiple-choice, Likert scale, and open-ended questions. Additionally, five teachers participated in the interview portion of the study, which required them to answer eight interview questions. An examination of the data gathered revealed that participants had an overall negative perception of PVAAS. A majority of participants did not view themselves as having a thorough understanding of PVAAS and desired additional professional development on the system. In regard to PVAAS in teacher evaluation, a majority of participants were not supportive of the use of PVAAS as a measure in teacher evaluation expressing skepticism regarding the ability of PVAAS to adequately measure a teacher's contribution to student learning.
Book Synopsis Teachers' Perceptions of the Pennsylvania Value-added Asessment System by : Stephen P. Williams
Download or read book Teachers' Perceptions of the Pennsylvania Value-added Asessment System written by Stephen P. Williams and published by . This book was released on 2016 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study investigated the perceptions of elementary and middle school teachers concerning self-reflection, self-efficacy, and instructional delivery with regards to the impact of the Pennsylvania Value-Added Assessment System's (PVAAS) rating on teachers' professional growth. The participants were 28 elementary and middle school teachers in grades 4-8 who had taught in 1 of the 13 selected schools and had taught at least one reporting testing course required by the Pennsylvania Department of Education (PDE). This research was based on their participation in an online survey that included Likert scale responses and open-ended questions. The researcher also interviewed 4 teachers to further investigate their beliefs regarding the impact of their PVAAS rating. Results from the study indicate the majority of teachers believed that their PVAAS rating did not have a positive impact on their professional growth in self-reflection. An analysis also revealed that the majority of teachers did not find that their PVAAS rating helped them reflect on their content or instruction, nor identify underlying factors of student learning. Teachers perceived that their PVAAS rating did not have a positive impact on their professional growth in self-efficacy. In addition, teachers' beliefs about how much influence they have over their lowest and highest achieving students did not change as a result of receiving their PVAAS rating. This study revealed that the majority of teachers believed that their PVAAS rating did not impact their instruction.
Book Synopsis Pennsylvania Value Added Assessment System Projection Data by : Erika L. Willis
Download or read book Pennsylvania Value Added Assessment System Projection Data written by Erika L. Willis and published by . This book was released on 2018 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study was designed to examine teachers' perceptions of Pennsylvania Value Added Assessment System (PVAAS) projection data and its impact on instructional practices. Specifically, the study focused on the use of projection data and its impact on teachers' instructional practices for students who are identified as underperforming and higher performing. There were seventeen participants from two school districts in southeastern Pennsylvania. Participants completed an online survey comprised of 5-point Likert scale questions, short answer questions, and interview questions. The data was analyzed and revealed that in general, teachers did not find PVAAS projection summary data valuable and did not consider the data when planning lessons. The results also revealed that teachers spent more time planning and differentiating for underperforming students than higher performing students.
Book Synopsis Value-added Assessment in Practice by : Daniel F. McCaffrey
Download or read book Value-added Assessment in Practice written by Daniel F. McCaffrey and published by Rand Corporation. This book was released on 2007 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Value-added assessment (VAA) systems use statistical techniques to analyze test-score data; VAA data is intended to help educators make more informed decisions about curriculum and instruction. The authors examined the rollout of Pennsylvania's VAA program, and found that, in its pilot phase, the program had little effect on student achievement and received limited use by most principals and teachers at schools participating in the program.
Book Synopsis Measuring Teacher Effectiveness with the Pennsylvania Value-Added Assessment System by : Naomi Bowen
Download or read book Measuring Teacher Effectiveness with the Pennsylvania Value-Added Assessment System written by Naomi Bowen and published by . This book was released on 2017 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to determine if the Pennsylvania Value-Added Assessment System Average Growth Index (PVAAS AGI) scores, derived from standardized tests and calculated for Pennsylvania schools, provide a valid and reliable assessment of teacher effectiveness, as these scores are currently used to derive 15% of the annual effectiveness rating assigned to PVAAS eligible mathematics and English language arts teachers. The research also sought to determine if teacher perceptions indicate that the validity and reliability of the PVAAS AGI score included in the Classroom Rating Tool is important. The PVAAS AGI scores, average Normal Curve Equivalent (NCE) scores, and demographic data from 260 Pennsylvania middle schools serving grades six through eight were utilized to determine the extent to which PVAAS AGI scores assigned to a school change statistically over time and if there is a relationship between the PVAAS AGI in mathematics or English language arts for each school and the percentage of economically disadvantaged, learning disabled, English language learners, and minorities attending the school. A Likert scale survey of twenty PVAAS eligible teachers of mathematics and English language arts employed in two middle schools serving grades six through eight in the same district yielded information regarding teacher perceptions. Results of this study indicated that the mean gains for PVAAS AGI scores significantly decreased from 2013 to 2016 for all schools, regardless of achievement level, in both mathematics and English language arts. The demographic variables analyzed did not impact PVAAS AGI scores for schools. Teacher morale was significantly negatively impacted by the inclusion of PVAAS AGI scores in the Classroom Rating Tool, the Pennsylvania mandated rubric utilized to measure teacher effectiveness. Additionally, teachers indicated that they believe important decisions such as changes to instructional practices and scheduling are made based on PVAAS AGI, even though teachers do not understand how it is calculated or trust the validity of PVAAS AGI scores. The literature review surfaced concerns regarding how the average NCE scores are treated in the PVAAS statistical model, as certain treatment of these scores could potentially force invalid results. The literature review also revealed that the Data Recognition Corporation (DRC), the company that designs the standardized tests from which the data utilized in the PVAAS statistical model is derived, has warned that scores at the maximum and the minimum end of the scale may not be accurate due to the design of their test. This is a matter of interest due to the fact that the SAS Institute claims that the tests utilized by their model must be able to measure the performance of students at the lowest and highest ends of the achievement spectrum, begging the question of whether it is even possible for the PVAAS model to accurately determine student growth. Finally, discrepancies in the reported grade levels for schools were found on the state data reporting site.
Book Synopsis Teachers' Perceptions of the Pennsylvania System of School Assessment Test on Student Achievement, Instructional Practices, and School Climate by : Barry L. Flicker
Download or read book Teachers' Perceptions of the Pennsylvania System of School Assessment Test on Student Achievement, Instructional Practices, and School Climate written by Barry L. Flicker and published by . This book was released on 2005 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study analyzed the differences between teachers' perceptions of the influence of the Pennsylvania System of School Assessment (PSSA) test on student achievement, instructional practices and school climate. Eight fifth-grade teachers from two elementary schools in southeasterns Pennsylvania participated in the study. Supported by PSSA overall and performance level results, one elementary school was considering to be a high performing school and one a low performing school. The researcher administered a nationally recognized teacher survey accompanied by teacher interviews. PSSA test results in mathematics and reading from the years 2000-2004 were also analyzed. These findings may guide future research as administrators and teachers decide how to best implement and utilize PSSA test results to design constructive practices, improve student achievement, and provide a safe and nurturing environment for all students.
Book Synopsis Pennsylvania Educator Effectiveness by : Julian E. Underwood
Download or read book Pennsylvania Educator Effectiveness written by Julian E. Underwood and published by . This book was released on 2018 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Pennsylvania Educator Effectiveness System strives to place an effective teacher in every classroom. This evaluation system incorporates the use of value-added growth measures, not only at the teacher level, but also at the building level. These building level scores are included in every teacher's yearly evaluation. This study sought to determine if a relationship existed between the value-added scores and collective teacher efficacy; the faculty's collective belief that they have the capabilities to make an educational difference for their students. 120 middle school teachers from southwestern Pennsylvania were surveyed using the Collective Teacher Beliefs Scale. The study found that a relationship did not exist between the value-added scores and collective teacher efficacy. Additionally, the relationship between value-added scores and several other variables was examined. The socio-economic status of the building was found to serve as a moderator for collective teacher efficacy. Finally, this study provides administrators with examples of how to boost collective teacher efficacy and in turn improve teacher effectiveness.
Book Synopsis Teacher Perceptions of Professional Learning and Mathematics Achievement for Students with IEPs by : Jennifer Beth Leese
Download or read book Teacher Perceptions of Professional Learning and Mathematics Achievement for Students with IEPs written by Jennifer Beth Leese and published by . This book was released on 2015 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed method study examined perceptions of general and special education teachers regarding professional learning in regard to the seven professional learning standards as defined by Learning Forward Professional Learning Organization. Furthermore, the study sought to determine what relationship existed between teacher perceptions of professional learning and mathematics achievement for learners with IEPs. Participants included 44 general and special education teachers from grades 4 through 8 who taught mathematics to students with IEPs. Pennsylvania System of School Assessment (PSSA) and Pennsylvania Value Added Assessment System (PVAAS) data were used to separate participants into two groups, schools demonstrating growth and schools not demonstrating growth. Data was gathered using the Standards Assessment Inventory 2 (SAI2) online survey from the Learning Forward Center for Results and personal interviews. The instruments elicited teacher responses regarding their perceptions of professional learning. Pearson's Chi-squared test was performed to determine what relationships existed between teacher perceptions of professional learning and mathematics achievement for learners with IEPs. Results of this study suggested that having supportive leadership in a community of learners was important in increasing student achievement. In addition, using a variety of student and teacher data to plan and evaluate professional learning that is connected with school goals was significant. Finally, participants emphasized the importance of differentiated professional learning options that take into consideration teachers' background and individual needs, as well as the needs of their learners, as a key component to increasing mathematics achievement for students with IEPs.
Book Synopsis Value-Added Estimates for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot. Full Report by : Stephen Lipscomb
Download or read book Value-Added Estimates for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot. Full Report written by Stephen Lipscomb and published by . This book was released on 2012 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Commonwealth of Pennsylvania plans to develop a new statewide evaluation system for teachers and principals in its public schools by school year 2013-2014. To inform the development of this evaluation system, the Team Pennsylvania Foundation (Team PA) undertook the first phase of the Pennsylvania Teacher and Principal Evaluation Pilot--henceforth referred to as Phase 1--2010 and 2011 in collaboration with a broad stakeholder group that included leaders from the Pennsylvania Department of Education (PDE), the Pennsylvania State Education Association (PSEA), school districts, and the business community. The purpose of Phase 1 was to develop and implement a pilot set of performance measures to obtain lessons for improving the use of classroom observations and student data in evaluating teacher and principal performance. None of the results from Phase 1 had a bearing on actual evaluations or personnel decisions for any teacher or principal. This report presents findings for the second track of Phase 1. In this track, Mathematica Policy Research used student-level data to develop value-added models (VAMs) for estimating teacher and principal effectiveness. VAMs estimate the effects of educators on student achievement growth. VAMs belong to the class of models that are generally referred to as student growth models, but a VAM estimate is not a measure of student growth; rather, it is an estimate of an educator's or a school's "contribution" to student growth. VAMs can be appropriate for use in teacher or principal evaluations because they produce information about educator effectiveness. Other indicators like student proficiency rates and descriptive measures of student growth might be appropriate as targets for school accountability purposes, but they should not be viewed as indicating what a teacher or school has contributed to student learning. Appended are: (1) Technical Specifications of the VAMS; (2) Data Sources and Sample Characteristics; and (3) Technical Results from Value-Added Analyses. (Contains 34 tables, 9 figures and 52 footnotes.) [For the "Value-Added Estimates for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot. Executive Summary", see ED531803. This report was supported by the Team Pennsylvania Foundation.].
Book Synopsis Value-Added Estimates for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot. Executive Summary by : Stephen Lipscomb
Download or read book Value-Added Estimates for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot. Executive Summary written by Stephen Lipscomb and published by . This book was released on 2012 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Commonwealth of Pennsylvania plans to develop a new statewide evaluation system for teachers and principals in its public schools by school year 2013-2014. To inform the development of this evaluation system, the Team Pennsylvania Foundation (Team PA) undertook the first phase of the Pennsylvania Teacher and Principal Evaluation Pilot--henceforth referred to as Phase 1--2010 and 2011 in collaboration with a broad stakeholder group that included leaders from the Pennsylvania Department of Education (PDE), the Pennsylvania State Education Association (PSEA), school districts, and the business community. The purpose of Phase 1 was to develop and implement a pilot set of performance measures to obtain lessons for improving the use of classroom observations and student data in evaluating teacher and principal performance. None of the results from Phase 1 had a bearing on actual evaluations or personnel decisions for any teacher or principal. This report presents findings for the second track of Phase 1. In this track, Mathematica Policy Research used student-level data to develop value-added models (VAMs) for estimating teacher and principal effectiveness. VAMs estimate the effects of educators on student achievement growth. VAMs belong to the class of models that are generally referred to as student growth models, but a VAM estimate is not a measure of student growth; rather, it is an estimate of an educator's or a school's "contribution" to student growth. VAMs can be appropriate for use in teacher or principal evaluations because they produce information about educator effectiveness. Other indicators like student proficiency rates and descriptive measures of student growth might be appropriate as targets for school accountability purposes, but they should not be viewed as indicating what a teacher or school has contributed to student learning. (Contains 2 figures, 1 table and 1 footnote.) [For the "Value-Added Estimates for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot. Full Report", see ED531795.].
Book Synopsis Estimating Teacher and School Effectiveness in Pittsburgh by : Stephen Lipscomb
Download or read book Estimating Teacher and School Effectiveness in Pittsburgh written by Stephen Lipscomb and published by . This book was released on 2010 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: At the request of Pittsburgh Public Schools (PPS) and the Pittsburgh Federation of Teachers (PFT), Mathematica is developing value-added models (VAMs) that aim to estimate the contributions of individual teachers, teams of teachers, and schools to the achievement growth of their students. The analyses described in this report are intended as an early step in a multi-year project that aims to produce fair, valid, reliable, and robust estimates of the contributions of individual teachers and schools in Pittsburgh to the achievement growth of their students, ultimately including as many grades, subjects, schools, and teachers as possible. In addition to scores on the Pennsylvania System of School Assessment (PSSA), this report also applies VAMs to Pittsburgh's own curriculum-based assessments (CBAs) in various subjects and courses in grades 6-10; to PSAT assessments conducted in grades 10 and 11; and to Scholastic Reading Inventory (SRI) assessments in grades 6 to 10. Composite value-added measures that incorporate results for each of the assessment outcomes relevant to each school were also created. In addition, school-level VAMs are estimated for the non-test outcomes of student attendance and credit accumulation. This report describes the methods for measuring teacher and school effectiveness using those student outcomes and the findings from the authors' analyses to date. It describes in general terms the distribution of value-added estimates for teachers and schools across the district. The findings in this report reinforce the findings of the August report (Lipscomb, Gill, and Booker, 2010) that "VAM estimates can provide meaningful information about teacher and school performance in Pittsburgh--and they confirm that VAMs can be usefully applied not only to state accountability tests and nationally normed assessments, but also to locally developed assessments and to non-test measures of student outcomes such as attendance and credit accumulation." An appendix contains supplementary tables and figures.
Book Synopsis Teachers' Perceptions of Instruction, Rigor, and High Achievers by : Diane R. Best
Download or read book Teachers' Perceptions of Instruction, Rigor, and High Achievers written by Diane R. Best and published by . This book was released on 2016 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was: (a) to determine the impact of the introduction of the PA Core Standards in mathematics on advanced middle school students and identify the impact of adaptable and rigorous instructional practices currently utilized in schools on high achieving students in mathematics and (b) to determine teachers' perceptions of how a framework, such as Multi-Tiered Systems of Support (MTSS), impacts the instructional practices utilized to meet the needs of advanced learners to increase student achievement. This study examined the instructional practices and frameworks used by middle school mathematics teachers to advance the learning of high achievers. Additionally, this research identified the need for a systematic framework to identify and accommodate the advanced learner's individual student needs. Looking at instructional practices and components of the Multi-Tiered Systems of Support/Response to Intervention/Response to Instruction and Intervention (MTSS/RtI/RtII) as self-reported by teachers and comparing the average growth index (AGI) in the Pennsylvania Value-Added Assessment System (PVAAS) for advanced students provided evidence of instructional practice effectiveness. Qualitative data was collected through an online survey and allowed the researcher to study the connection of instructional practices within a systematic framework. The researcher determined the types of instructional practices implemented in the middle school mathematics classes as related to the Depth of Knowledge level that advanced students needed to grow academically. The researcher also identified teacher perceptions of important aspects of the mathematics classroom and collected evidence to support instructional practices and organizational structure of the school.
Book Synopsis Teaching to the Test by : Jill S. McGinley
Download or read book Teaching to the Test written by Jill S. McGinley and published by . This book was released on 2006 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perceptions of Teachers on Pennsylvania's Student Learning Objective Process in Teacher Evaluation by : Andrew S. Coonradt
Download or read book Perceptions of Teachers on Pennsylvania's Student Learning Objective Process in Teacher Evaluation written by Andrew S. Coonradt and published by . This book was released on 2017 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Classroom Observations from Phase 2 of the Pennsylvania Teacher Evaluation Pilot by : Elias Walsh
Download or read book Classroom Observations from Phase 2 of the Pennsylvania Teacher Evaluation Pilot written by Elias Walsh and published by . This book was released on 2013 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents findings from Phase 2 of a three-year teacher evaluation pilot conducted by the Pennsylvania Department of Education. Principals evaluated the teaching practices of teachers using The Framework for Teaching, a rubric that includes 22 components grouped into four broad teaching practice domains: (1) planning and preparation, (2) classroom environment, (3) instruction, and (4) professional responsibilities. Although principals did not typically use all 22 components, the report's findings suggest the fairness of overall scores might not be compromised substantially by principals using different sets of components. Also, across nearly all components, teachers with higher scores on the rubric tended to make larger contributions to student achievement than did teachers with lower scores, as measured by value added. The report's findings suggest that the rubric measures aspects of teachers' practices related to growth in student achievement on standardized assessments. Four appendixes are included: (1) Data Sources and Sample Characteristics; (2) Technical Features of the Teacher VAMs [value-added models]; (3) Technical Results from Value-Added Analyses; and (4) Relationships between Rubric Scores and Value Added for VAMs Based on Different Cohorts of Students.
Book Synopsis Educational Quality Assessment by : Pennsylvania. Division of Educational Quality Assessment
Download or read book Educational Quality Assessment written by Pennsylvania. Division of Educational Quality Assessment and published by . This book was released on 1976 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :Research for Action, Pennsylvania Clearinghouse for Education Research (PACER) Publisher : ISBN 13 : Total Pages :7 pages Book Rating :4.:/5 (16 download)
Book Synopsis Teacher Effectiveness by : Research for Action, Pennsylvania Clearinghouse for Education Research (PACER)
Download or read book Teacher Effectiveness written by Research for Action, Pennsylvania Clearinghouse for Education Research (PACER) and published by . This book was released on 2013 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: Act 82 of 2012 established new standards for Pennsylvania's teacher evaluation system, including the incorporation of student performance measures in ratings decisions. Since 2009, approximately 35 states have amended teacher evaluation systems, with student achievement playing an increasingly prominent role. This count includes neighboring states--such as New Jersey, New York, and Ohio--which base between 40 and 50 percent of teacher effectiveness ratings on student achievement. Changes to teacher evaluation policy have been motivated in large part by U.S. Department of Education's priorities, including the issuance of waivers from certain "No Child Left Behind" requirements. States receiving a waiver, including Pennsylvania, are required to "develop and implement teacher and principal evaluation and support systems that include student achievement growth as a factor." The nonpartisan Center on Education Policy reported that ten states amended their plans for a new teacher evaluation system due to the waiver policy alone.v Likewise, the Race to the Top (RTTT) competition emphasized teacher and principal evaluation systems based on student achievement. This policy brief provides a closer look at Pennsylvania's new teacher evaluation system and the efforts of the Pittsburgh Public Schools--the state's second-largest district and an early adopter of revised evaluation standards--to implement reforms. It concludes with implications for state policymakers, district leaders, and education stakeholders.
