Grading Teachers, Grading Schools. Is Student Achievement a Valid Evaluation Measure?.

Millman, Jason, Ed.

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Title: Grading Teachers, Grading Schools. Is Student Achievement a Valid Evaluation Measure?

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Title:	Grading Teachers, Grading Schools. Is Student Achievement a Valid Evaluation Measure?
Authors:	Millman, Jason, Ed.
Descriptors:	Academic Achievement; Accountability; Educational Assessment; Elementary Secondary Education; Evaluation Methods; Program Descriptions; Program Evaluation; School Effectiveness; Student Evaluation; Teacher Evaluation; Work Sample Tests
Source:	N/A
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Publisher:	Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218; e-mail: order@corwin.sagepub.com; phone: 805-499-9774; fax: 805-499-0871 (clothbound: ISBN-0-8039-6401-3, $59.95; paperback: ISBN-0-8039-6402-1, $29.95).
Publication Date:	1997-00-00
Pages:	296
Pub Types:	Books; Collected Works - General; Reports - Evaluative
Abstract:	The 24 chapters of this collection discuss contemporary approaches to using student learning gains to evaluating teachers or schools. The four methods considered are: (1) the Oregon Teacher Work Sample Methodology (chapters 2 through 6); (2) the Dallas Value-Added Accountability System (Texas) (chapters 7 through 11); (3) the Tennessee Value-Added Assessment System (chapters 12 through 16); and (4) the Kentucky Instructional Results Information System (chapters 17 through 21). Collectively these systems focus on addressing major weaknesses of their predecessors, namely insufficient attention to context (Oregon and Dallas), unreliability of the measurement of teacher or school effectiveness (Tennessee), and measures of student achievement educationally compatible with contemporary views of schooling (Oregon and Kentucky). Each of these sections opens with a brief account of the system, typically written from the perspective of a stakeholder. Individuals involved in developing the system then describe it as it has evolved. The system is then reviewed by two outside reviewers, and a rejoinder from those involved in implementation concludes each section. Chapters 22 through 24 offer some generalizations about the evaluation approaches and present different perspectives on the viability and validity of making teachers and schools accountable by assessing their students' achievements. References follow each chapter. (Contains 19 tables and 1 figure.) (SLD)
Abstractor:	N/A
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Note:	N/A
Identifiers:	Value Added Model
Record Type:	Non-Journal
Level:	2 - Available on microfiche
Institutions:	N/A
Sponsors:	N/A
ISBN:	ISBN-0-8039-6402-1
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education

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