عنوان

Value-added assessment in practice :

شابک

0833044435

شابک

1281430293

شابک

6611430296

شابک

9780833044433

شابک

9781281430298

شابک

9786611430290

شابک اشتباه

083304236X

شابک اشتباه

9780833042361

شماره

b758031

عنوان اصلي

Value-added assessment in practice :

نام عام مواد

[Book]

ساير اطلاعات عنواني

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

نام نخستين پديدآور

Daniel F. McCaffrey, Laura S. Hamilton.

محل نشرو پخش و غیره

Santa Monica, CA :

نام ناشر، پخش کننده و غيره

RAND Education,

تاریخ نشرو بخش و غیره

2007.

نام خاص و کميت اثر

1 online resource (xxi, 105 pages) :

ساير جزييات

illustrations

عنوان فروست

Technical report

متن يادداشت

"Rand Education."

متن يادداشت

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

متن يادداشت

Includes bibliographical references (pages 103-105).

متن يادداشت

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.

متن يادداشت

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.

بدون عنوان

0

بدون عنوان

0

متن يادداشت

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.

متن يادداشت

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.

منبع سفارش / آدرس اشتراک

JSTOR

شماره انبار

22573/cttq18v

عنوان

Value-added assessment in practice.

شماره استاندارد بين المللي کتاب و موسيقي

083304236X

موضوع مستند نشده

Educational accountability-- United States.

موضوع مستند نشده

Educational indicators-- United States.

موضوع مستند نشده

Educational tests and measurements-- Pennsylvania.

موضوع مستند نشده

EDUCATION-- Educational Policy & Reform-- General.

موضوع مستند نشده

Educational accountability.

موضوع مستند نشده

Educational indicators.

موضوع مستند نشده

Educational tests and measurements.

موضوع مستند نشده

Pennsylvania.

موضوع مستند نشده

United States.

بدون عنوان

7

بدون عنوان

7

موضوع مستند نشده

EDU-- 034000

موضوع مستند نشده

EDU034000

موضوع مستند نشده

HB, JNKD

شماره

ويراست

شماره رده

نشانه اثر

مستند نام اشخاص تاييد نشده

McCaffrey, Daniel F.

مستند نام اشخاص تاييد نشده

Hamilton, Laura S.

مستند نام تنالگان تاييد نشده

Rand Education (Institute)

تاريخ عمليات

20201204180826.0

قواعد فهرست نويسي ( بخش توصيفي )

pn

نام الکترونيکي

نوع ماده

[Book]

تكميل شده

Y