Value-added assessment in practice : lessons from the Pennsylvania Value-Added Assessment System pilot project

Value-added assessment in practice lessons from the Pennsylvania Value-Added Assessment System pilot project

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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 decision...

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Detalles Bibliográficos
Autor principal: McCaffrey, Daniel F. (-)
Autor Corporativo: Rand Education (Institute) (-)
Otros Autores: Hamilton, Laura S.
Formato: Libro electrónico
Idioma:Inglés
Publicado: Santa Monica, CA : RAND Education 2007.
Colección:EBSCO Academic eBook Collection Complete.
Technical report.
Acceso en línea:Conectar con la versión electrónica
Ver en Universidad de Navarra:https://innopac.unav.es/record=b31603543*spi
Tabla de Contenidos:
  • 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.

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