VALUE-ADDED ASSESSMENTAn Accountability Revolution
S. Woodring
What is Value-Added Assessment? Value-added assessment can show
whether particular students, those taking a certain class, have made the expected amount of progress, have made less progress than expected, or have been stretched beyond what they could reasonably be expected to achieve.
http://www.cgp.upenn.edu/ope_value.html#2
How is Value Added Different than traditional measures? Student performance on assessments
can be measured in two very different ways, both of which are important.
Achievement describes the absolute levels attained by students in their end-of-year tests.
Growth, in contrast, describes the progress in test scores made over the school year.
Why should we use the Value- Added theory?
Using the same methods, one can look back over several years to measure the long-term impact that a particular teacher or school had on student achievement.
http://www.cgp.upenn.edu/ope_value.html#2
Problem
Current school accountability systems do not measure growth in student learning and our students are failing to show significant growth.
In the past, students and schools have been ranked solely according to achievement.
The problem with this method is that achievement is highly linked to the socioeconomic status of a student's family.
The failure of public schools to educate America's most disadvantaged students is the country's most glaring and abiding social and moral problem.
Over nearly two decades, a rough national consensus has developed to improve schools by holding them accountable for their students' performance via high-stakes tests.
http://www.washingtonmonthly.com/features/2005/0510.toch.html
In contrast, value-added assessment measures growth and answers the question: How much value did the school staff add to the students who live in its community? How, in effect, did they do with the hand society dealt them?
If schools are to be judged fairly, it is important to understand this significant difference.
What are some of the benefits of the data? diagnostic information can be used
to: Identify effective teachers Identify ineffective teachers Determine where to allocate resources design comprehensive accountability
systems that can assess the impact that particular kinds of teaching, curriculum, and professional development have on academic achievement.
Effective vs. Ineffective Teachers
Value added assessment can be used to separate teachers by effectiveness in quintiles and determine the cumulative impact on student achievement.
Value-Added Concepts & Research with Dr. William Sanders video
Example
5th Grade Math Students assigned to teachers in the top quintile for three consecutive years scored at the 96th percentile.
Example
Conversely, students assigned to teachers in the bottom quintile for three consecutive years scored at the 44th percentile.
Measurement Patterns
Shed Patterns occur when the lowest level of achievers make the greatest gains in the classroom and the highest achievers are held back.
Gain
Previous Achievement
“Shed”
Tee-Pee patterns occur when teachers focus their instruction on the middle (average students) of the class. Average students make the greatest gains and those at the bottom and top realize less of a gain.
Gain
Previous Achievement
“Tee Pee”
June Rivers Study
This study examined the performance of 8th grade students on 9th grade proficiency tests and linked the scores back to performance on 4th grade tests to predict the possibility of passing on the first attempt on the ninth grade test.
Value-Added Concepts & Research with Dr. William Sanders video
Findings
Students from the bottom quartile who were assigned to a sequence of teachers from the top quintile for 4 years had a 60% chance of passing.
Students from the bottom quartile who were assigned a sequence of teachers from the bottom quintile for 4 years had a 15 % probability of passing.
Value-Added Concepts & Research with Dr. William Sanders video
Students from the top quartile who were assigned to a sequence of teachers from the bottom quintile for 4 years had an 80% probability of passing.
Students from the top quartile who were assigned to a sequence of teachers from the top quintile for 4 years had a 90% probability of passing.
Value-Added Concepts & Research with Dr. William Sanders video
How much impact can you have on kids by focusing on academic gain?
Realized Gain
Grade Level 100% 80% 110% 110% 120% 60%
2 2.0 2.0 2.0 1.0 1.0 1.0 3 3.0 2.8 3.1 2.1 2.2 1.8 4 4.0 3.6 4.2 3.2 3.4 2.6 5 6.0 4.4 5.3 4.3 4.6 3.4 6 6.0 5.2 6.4 5.4 5.8 4.2 7 7.0 6.0 7.5 6.5 7.0 5.0 8 8.0 6.8 8.6 7.6 8.2 5.8
Value-Added Concepts & Research with Dr. William Sanders video
Schools
Effective teachers appear to be effective with students of all achievement levels, regardless of the level of heterogeneity in their classrooms.
Journal of Personnel Evaluation in Education 11: 57±67, 1997
If the teacher is ineffective, students under that teacher's tutelage will achieve inadequate progress academically, regardless of how similar or different they are regarding their academic achievement.
Journal of Personnel Evaluation in Education 11: 57±67, 1997
There is a disturbingly common but not universal pattern for the best students to make the lowest gains.
Journal of Personnel Evaluation in Education 11: 57±67, 1997
Possible explanations include a lack of stretch in curriculum and instruction to accommodate the highest achievers and insufficient availability of higher level course offering in all schools.
Journal of Personnel Evaluation in Education 11: 57±67, 1997
Hundreds of studies on ability grouping have been conducted since the 1930s. Study after study finds no positive
effect of ability grouping in any subject or at any grade level, even for the high achievers most widely assumed to benefit from grouping.
Journal of Personnel Evaluation in Education 11: 57±67, 1997
Teachers seem to have far more to do with the academic progress of students than does
the method used for assignment of children to teachers.
Journal of Personnel Evaluation in Education 11: 57±67, 1997
Benefits of using Value-Added nationwide
Using a value-added testing regime could yield at least three important benefits
http://www.ppionline.org/documents/Value_Added_Testing.pdf
It would make ESEA more effective by providing a more accurate picture of which schools, school districts, and states are and are not making progress.
http://www.ppionline.org/documents/Value_Added_Testing.pdf
It would generate objective measures of teacher quality that could be used to improve teaching.
http://www.ppionline.org/documents/Value_Added_Testing.pdf
It would lend itself more readily to evaluating school reform programs.
http://www.ppionline.org/documents/Value_Added_Testing.pdf
Call to Action
Thank you
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