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Comparatively little has been written about the measurement of
achievement beyond grades 1-4 and in non-major subject areas such
as the physical and life sciences, the social sciences, foreign
languages and non-academic subjects that are not being addressed by
PARCC 7 SBAC. The mission of this volume is to expand the use of
student achievement measures to all grade levels and subject areas.
It addresses traditional end-of-course tests as well as alternative
measures such as portfolios, exhibitions and student learning
objectives.
Comparatively little has been written about the measurement of
achievement beyond grades 1-4 and in non-major subject areas such
as the physical and life sciences, the social sciences, foreign
languages and non-academic subjects that are not being addressed by
PARCC 7 SBAC. The mission of this volume is to expand the use of
student achievement measures to all grade levels and subject areas.
It addresses traditional end-of-course tests as well as alternative
measures such as portfolios, exhibitions and student learning
objectives.
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Getting Value Out of Value-Added - Report of a Workshop (Paperback)
National Academy of Education, National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on Value-Added Methodology for Instructional Improvement, Program Evaluation, and Educational Accountability; Edited by …
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R791
Discovery Miles 7 910
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Ships in 12 - 17 working days
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Value-added methods refer to efforts to estimate the relative
contributions of specific teachers, schools, or programs to student
test performance. In recent years, these methods have attracted
considerable attention because of their potential applicability for
educational accountability, teacher pay-for-performance systems,
school and teacher improvement, program evaluation, and research.
Value-added methods involve complex statistical models applied to
test data of varying quality. Accordingly, there are many technical
challenges to ascertaining the degree to which the output of these
models provides the desired estimates. Despite a substantial amount
of research over the last decade and a half, overcoming these
challenges has proven to be very difficult, and many questions
remain unanswered-at a time when there is strong interest in
implementing value-added models in a variety of settings. The
National Research Council and the National Academy of Education
held a workshop, summarized in this volume, to help identify areas
of emerging consensus and areas of disagreement regarding
appropriate uses of value-added methods, in an effort to provide
research-based guidance to policy makers who are facing decisions
about whether to proceed in this direction. Table of Contents Front
Matter 1 Introduction to Value-Added Modeling 2 Uses and
Consequences of Value-Added Models 3 Measurement Issues 4 Analytic
Issues 5 Considerations for Policy Makers References Appendix A:
Workshop Agenda and Participants Appendix B: Biographical Sketches
of Committee Members and Staff
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