Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Teachers Perceptions Of Their Experiences With The Pennsylvania Value Added Assessment System And Its Use In Teacher Evaluation
Download Teachers Perceptions Of Their Experiences With The Pennsylvania Value Added Assessment System And Its Use In Teacher Evaluation full books in PDF, epub, and Kindle. Read online Teachers Perceptions Of Their Experiences With The Pennsylvania Value Added Assessment System And Its Use In Teacher Evaluation ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
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 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 2007-11-07 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 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 TEACHERS' PERCEPTIONS AND EXPERIENCES WITH A REFORMED TEACHER EVALUATION SYSTEM by : Amy Elizabeth Long
Download or read book TEACHERS' PERCEPTIONS AND EXPERIENCES WITH A REFORMED TEACHER EVALUATION SYSTEM written by Amy Elizabeth Long and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the introduction of the Race to the Top initiative in 2009, many states and school districts have rapidly modified their teacher evaluation models in order to hold teachers accountable for student learning and meet federal mandates. Through evaluative feedback and professional learning, the intended outcome in many districts is improved instructional practices by ensuring quality teachers in every classroom. Due to these changes, this phenomenological study sought to understand how teachers experience a reformed evaluation system and their perception of changes in their practice as a result of teacher evaluation. This study found that while teachers have varying experiences with reformed teacher evaluation within one school district, there are components of evaluation that lead to teacher change in practice. Teachers desire feedback that helps them reflect on their practice or try something new in their classroom. By setting a meaningful annual goal for their evaluation, teachers had a focal point for the year and something to work towards which often lead them to refine or make changes to their instruction. Through a survey and teacher interviews, this study contributes to the academic literature by demonstrating that teacher evaluation can result in more than simply accountability; it has the potential to bring about change for teachers if the right conditions are in place through the evaluation process.
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 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 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 An Analysis of the Relationship Between the Perceptions of Value-Added Measurement and Teacher Job Satisfaction by : Meagan A. Viar
Download or read book An Analysis of the Relationship Between the Perceptions of Value-Added Measurement and Teacher Job Satisfaction written by Meagan A. Viar and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational leaders are struggling with the issue of academic reform as it pertains to accountability for student achievement. With increasing pressures to improve student achievement, many states have adopted value-added measures to monitor student growth and teacher effectiveness. This study undertook a quantitative approach to examine the relationship between teacher perceptions of value-added evaluations, teachers' three-year mean value-added scores, and teacher job satisfaction using One-Way Analysis of Variance (ANOVAs). The four major questions posed in this study are as follows: 1) What are selected TN teachers' perceptions of the TVAAS-based teacher evaluation system in terms of fairness, accuracy, understandability, and need for revision? 2) How do selected TN teachers' average self-reported scores on the TVAAS-based teacher evaluation system differ by demographic characteristics? 3) How do selected TN teachers' reported level of job satisfaction differ by demographic characteristics? 4) What relationships are observed between selected TN teachers' ratings of the quality of the TVAAS-based teacher evaluation system, their self-reported average scores on that teacher evaluation system, and their level of satisfaction with their jobs? There were 39 teachers from two rural middle schools in the mid-south that participated in the survey. Job satisfaction was measured and compared with their self-reported mean Tennessee Value-Added Assessment System (TVAAS) score. The analysis revealed a significant relationship between the self-reported three-year average and TVAAS scores and perception of the quality of TVAAS data, as well as a significant relationship between teachers' self-reported average TVAAS evaluation score and their average level of job satisfaction.
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 Rethinking Value-Added Models in Education by : Audrey Amrein-Beardsley
Download or read book Rethinking Value-Added Models in Education written by Audrey Amrein-Beardsley and published by Routledge. This book was released on 2014-04-24 with total page 275 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since passage of the of No Child Left Behind Act in 2001, academic researchers, econometricians, and statisticians have been exploring various analytical methods of documenting students‘ academic progress over time. Known as value-added models (VAMs), these methods are meant to measure the value a teacher or school adds to student learning from one year to the next. To date, however, there is very little evidence to support the trustworthiness of these models. What is becoming increasingly evident, yet often ignored mainly by policymakers, is that VAMs are 1) unreliable, 2) invalid, 3) nontransparent, 4) unfair, 5) fraught with measurement errors and 6) being inappropriately used to make consequential decisions regarding such things as teacher pay, retention, and termination. Unfortunately, their unintended consequences are not fully recognized at this point either. Given such, the timeliness of this well-researched and thoughtful book cannot be overstated. This book sheds important light on the debate surrounding VAMs and thereby offers states and practitioners a highly important resource from which they can move forward in more research-based ways.
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 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 The Testing Charade by : Daniel Koretz
Download or read book The Testing Charade written by Daniel Koretz and published by University of Chicago Press. This book was released on 2017-08-31 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: America's leading expert in educational testing and measurement openly names the failures caused by today's testing policies and provides a blueprint for doing better. 6 x 9.
Book Synopsis Do Different Value-Added Models Tell Us the Same Things? by : Dan Goldhaber
Download or read book Do Different Value-Added Models Tell Us the Same Things? written by Dan Goldhaber and published by . This book was released on 2012 with total page 15 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are good reasons for re-thinking teacher evaluation. Evaluation systems in most school districts appear to be far from rigorous. A recent study showed that more than 99 percent of teachers in a number of districts were rated "satisfactory," which does not comport with empirical evidence that teachers differ substantially from each other in terms of their effectiveness. Likewise, the ratings do not reflect the assessment of the teacher workforce by administrators, other teachers, or students. Evaluation systems that fail to recognize the true differences that are known to exist among teachers greatly hamper the ability of school leaders and policymakers to make informed decisions about such matters as which teachers to hire, what teachers to help, which teachers to promote, and which teachers to dismiss. Thus it is encouraging that policymakers are developing more rigorous evaluation systems, many of which are partly based on student test scores. Yet while the idea of using student test scores for teacher evaluations may be conceptually appealing, there is no universally accepted methodology for translating student growth into a measure of teacher performance. In this brief, the authors review what is known about how measures that use student growth align with one another, and what that agreement or disagreement might mean for policy. (Contains 3 tables and 44 endnotes.).
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 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:
