عنوان

Value-added assessment in practice :

(Number (ISBN

0833044435

(Number (ISBN

1281430293

(Number (ISBN

6611430296

(Number (ISBN

9780833044433

(Number (ISBN

9781281430298

(Number (ISBN

9786611430290

Erroneous ISBN

083304236X

Erroneous ISBN

9780833042361

Number

b758031

Title Proper

Value-added assessment in practice :

General Material Designation

[Book]

Other Title Information

lessons from the Pennsylvania Value-Added Assessment System pilot project /

First Statement of Responsibility

Daniel F. McCaffrey, Laura S. Hamilton.

Place of Publication, Distribution, etc.

Santa Monica, CA :

Name of Publisher, Distributor, etc.

RAND Education,

Date of Publication, Distribution, etc.

2007.

Specific Material Designation and Extent of Item

1 online resource (xxi, 105 pages) :

Other Physical Details

illustrations

Series Title

Technical report

Text of Note

"Rand Education."

Text of Note

"Supported by the Carnegie Corporation of New York, the Ewing Marion Kauffman Foundation, the National Education Association, and the Pennsylvania State Education Association."

Text of Note

Includes bibliographical references (pages 103-105).

Text of Note

Introduction -- Examining VAA implementation and effects -- Background on Pennsylvania's VAA System -- History of PVAAS -- PVAAS reports -- PVAAS statistical methodology for the pilot program -- Organization of this report -- Methods and data -- Details on matching -- Overview of matching approach -- Matching variables -- Matching methods for cohort 1 -- Matching methods for cohort 2 -- Matching results for cohort 1 -- Matching results for cohort 2 -- The Pennsylvania System of School Assessment (PSSA) -- Methods for estimating the effects of PVAAS on PSSA scores -- Surveys -- Survey methods for educators -- Effects of PVAAS on student achievement -- Summary -- Superintendents' responses to PVAAS -- Actions and opinions in PVAAS and comparison districts -- Use of achievement data -- Support for test-based accountability -- Facilitators and barriers -- Responses to PVAAS among participating districts -- Responses to PVAAS program -- Summary -- Principals' responses to PVAAS -- Actions and opinions in PVAAS and comparison districts -- Use of achievement data -- Support for test-based accountability -- Facilitators and barriers -- Understanding and interpretation of growth data -- Responses to PVAAS among principals from participating districts -- Summary -- Teachers' responses to PVAAS -- Actions and opinions of teachers in PVAAS and comparison districts -- Use of achievement data -- Facilitators and barriers -- Responses to PVAAS among engaged teachers -- Summary -- Summary and implications -- Implications for understanding educators' use of VAA data -- Study limitations -- Conclusion.

Text of Note

Introduction -- Methods and data -- Effects of PVAAS on student achievement -- Superintendents' responses to PVAAS -- Principals' responses to PVAAS -- Teachers' responses to PVAAS -- Summary and implications -- Appendix: Matching results summary tables and figures.

0

0

Text of Note

The No Child Left Behind Act of 2001 places a strong emphasis on the use of student achievement test scores to measure school performance, and, throughout the United States, school and district education reform efforts are increasingly focusing on the use of student achievement data to make decisions about curriculum and instruction. To encourage and facilitate data-driven decisionmaking, many states and districts have begun providing staff with information from value-added assessment (VAA) systems-collections of complex statistical techniques that use multiple years of test-score data to try to estimate the causal effects of individual schools or teachers on student learning. The authors examined Pennsylvania's value-added assessment system, which was rolled out in four waves, allowing comparison of a subset of school districts participating in the VAA program with matched comparison districts not in the program. The study found no significant differences in student achievement between VAA and comparison districts. The authors surveyed school superintendents, principals, and teachers from these districts about their attitudes toward and use of test and value-added data for decisionmaking, and found that most educators at schools participating in the VAA program do not make significant use of the information it provides. McCaffrey and Hamilton conclude that the utility of VAA cannot be accurately assessed until educators become more engaged in using value-added measures.

Text of Note

Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.

Source for Acquisition/Subscription Address

JSTOR

Stock Number

22573/cttq18v

Title

Value-added assessment in practice.

International Standard Book Number

083304236X

Educational accountability-- United States.

Educational indicators-- United States.

Educational tests and measurements-- Pennsylvania.

EDUCATION-- Educational Policy & Reform-- General.

Educational accountability.

Educational indicators.

Educational tests and measurements.

Pennsylvania.

United States.

7

7

EDU-- 034000

EDU034000

HB, JNKD

Number

Edition

Class number

Book number

McCaffrey, Daniel F.

Hamilton, Laura S.

Rand Education (Institute)

Date of Transaction

20201204180826.0

Cataloguing Rules (Descriptive Conventions))

pn

Electronic name

[Book]

Y