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ERIC Number: ED415235
Record Type: Non-Journal
Publication Date: 1997
Pages: 296
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8039-6402-1
Grading Teachers, Grading Schools. Is Student Achievement a Valid Evaluation Measure?
Millman, Jason, Ed.
The 24 chapters of this collection discuss contemporary approaches to using student learning gains to evaluating teachers or schools. The four methods considered are: (1) the Oregon Teacher Work Sample Methodology (chapters 2 through 6); (2) the Dallas Value-Added Accountability System (Texas) (chapters 7 through 11); (3) the Tennessee Value-Added Assessment System (chapters 12 through 16); and (4) the Kentucky Instructional Results Information System (chapters 17 through 21). Collectively these systems focus on addressing major weaknesses of their predecessors, namely insufficient attention to context (Oregon and Dallas), unreliability of the measurement of teacher or school effectiveness (Tennessee), and measures of student achievement educationally compatible with contemporary views of schooling (Oregon and Kentucky). Each of these sections opens with a brief account of the system, typically written from the perspective of a stakeholder. Individuals involved in developing the system then describe it as it has evolved. The system is then reviewed by two outside reviewers, and a rejoinder from those involved in implementation concludes each section. Chapters 22 through 24 offer some generalizations about the evaluation approaches and present different perspectives on the viability and validity of making teachers and schools accountable by assessing their students' achievements. References follow each chapter. (Contains 19 tables and 1 figure.) (SLD)
Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218; e-mail:; phone: 805-499-9774; fax: 805-499-0871 (clothbound: ISBN-0-8039-6401-3, $59.95; paperback: ISBN-0-8039-6402-1, $29.95).
Publication Type: Books; Collected Works - General; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED544205