ERIC Number: EJ946597
Record Type: Journal
Publication Date: 2011-Oct
Reference Count: 0
The Elusive Value in "Value Added"
School Administrator, v68 n9 p18-22 Oct 2011
Last May, the seven most recent New York State Teacher of the Year award winners joined the 1993 recipient in sounding the alarm bell over the state's new plan to stake 40 percent of teachers' performance evaluations on students' standardized test scores. In their letter to Chancellor Merryl Tisch and the state Board of Regents, the teachers said the "politically popular" changes to the state education department's performance review system "will neither improve schools nor increase student learning; rather, they will cause tangible harm to students and teachers alike." While strongly supporting the need to "develop rigorous systems to evaluate teachers and support professional growth," the teachers set out seven distinct scenarios in which teacher evaluations based on student test scores could backfire. These teachers are not alone. California, Florida and Tennessee are among an increasing number of states using student test scores--often through so-called "value-added measures" (VAMs)--to assess the classroom performance of teachers. The rise in VAMs is raising both questions about their utility and concerns over their potential to do serious damage.
Descriptors: Teacher Evaluation, Standardized Tests, Governing Boards, Performance Based Assessment, Evaluation, Academic Achievement, Educational Improvement, Teacher Effectiveness, Accountability, Educational Testing, Scores, Achievement Gains
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A