Grading Teachers, Grading Schools: Is Student Achievement a Valid Evaluation Measure? Book

Grading Teachers, Grading Schools: Is Student Achievement a Valid Evaluation Measure?, In an extensive review of teacher and school evaluation, one is not likely to find an issue more divisive than the question of how best, in high-stakes contexts, to evaluate how well teachers and schools accomplish their task of educating students. Thi, Grading Teachers, Grading Schools: Is Student Achievement a Valid Evaluation Measure?

3.5 out of 5 stars based on 2 reviews

Grading Teachers, Grading Schools: Is Student Achievement a Valid Evaluation Measure?
Written by author Jason Millman
Published by Corwin Press, August 1997
In an extensive review of teacher and school evaluation, one is not likely to find an issue more divisive than the question of how best, in high-stakes contexts, to evaluate how well teachers and schools accomplish their task of educating students. Thi
In an extensive review of teacher and school evaluation, one is not likely to find an issue more divisive than the question of how best, in high-stakes contexts, to evaluate how well teachers and schools accomplish their task of educating students.

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About the Authors
Pt. I Origins and Underpinnings
1 Beginnings and Introduction 3
Pt. II The Oregon Teacher Work Sample Methodology
2 The Oregon Teacher Work Sample Methodology: Rationale and Background 11
3 Teacher Work Sample Methodology as Used at Western Oregon State College 15
4 Oregon Teacher Work Sample Methodology: Potential and Problems 46
5 Oregon Teacher Work Sample Methodology: Educational Policy Review 53
6 Reflections on Comments by Airasian and Stufflebeam 62
Pt. III The Dallas Value-Added Accountability System
7 In the Beginning 75
8 The Dallas Value-Added Accountability System 81
9 Value-Added Productivity Indicators: The Dallas System 100
10 On Trial: The Dallas Value-Added Accountability System 110
11 Little Practical Difference and Pie in the Sky: A Response to Thum and Bryk and a Rejoinder to Sykes 120
Pt. IV The Tennessee Value-Added Assessment System
12 The Impetus for the Tennessee Value-Added Accountability System 133
13 The Tennessee Value-Added Assessment System: A Quantitative, Outcomes-Based Approach to Educational Assessment 137
14 The Tennessee Value-Added Assessment System: A Challenge to Familiar Assessment Methods 163
15 Assessment Requires Incentives to Add Value: A Review of the Tennessee Value-Added Assessment System 169
16 Response to the Reviewers 179
Pt. V The Kentucky Instructional Results Information System
17 Historical Background: The Kentucky School Accountability Index 185
18 Kentucky's Accountability and Assessment Systems 191
19 Measurement Quality of the Kentucky Instructional Results Information System, 1991-1994 210
20 Overview and Assessment of the Kentucky Instructional Results Information System 219
21 The Kentucky Instructional Results Information System Meets the Critics: A Little Light and Much Heat 228
Pt. VI Synthesis and Perspectives
22 How Do I Judge Thee? Let Me Count the Ways 243
23 Toward What End? The Evaluation of Student Learning for the Improvement of Teaching 248
24 The Moth and the Flame: Student Learning as a Criterion of Instructional Competence 264
Author Index 275
Subject Index 278

Title: Grading Teachers, Grading Schools: Is Student Achievement a Valid Evaluation Measure?

Manufacturer:

Corwin Press

Item Number: 9780803964020

Publication Date: August 1997

Number: 1

Product Description: Full Name: Grading Teachers, Grading Schools: Is Student Achievement a Valid Evaluation Measure?; Short Name:Grading Teachers, Grading Schools

Universal Product Code (UPC): 9780803964020

WonderClub Stock Keeping Unit (WSKU): 9780803964020

Rating: 3.5/5 based on 2 Reviews

Image Location: https://wonderclub.com/images/covers/40/20/9780803964020.jpg

Category: Media >> Books

Weight: 0.200 kg (0.44 lbs)

Width: 6.000 cm (2.36 inches)

Heigh : 9.000 cm (3.54 inches)

Depth: 0.680 cm (0.27 inches)

Date Added: August 25, 2020, Added By: Ross

Date Last Edited: August 25, 2020, Edited By: Ross

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John Pogan

reviewed Grading Teachers, Grading Schools: Is Student Achievement a Valid Evaluation Measure? on May 24, 2015

Grading Teachers, Grading Schools: Is Student Achievement a Valid Evaluation Measure?

This was the only textbook for a beginning class on Program Evaluation. I think it was an incredibly poor choice, because it doesn't actually teach any methodology. All it does is give case studies with ethical dilemmas. It's more of a supplemental book to the field.

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Grading Teachers, Grading Schools: Is Student Achievement a Valid Evaluation Measure?, In an extensive review of teacher and school evaluation, one is not likely to find an issue more divisive than the question of how best, in high-stakes contexts, to evaluate how well teachers and schools accomplish their task of educating students.
Thi, Grading Teachers, Grading Schools: Is Student Achievement a Valid Evaluation Measure?

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	About the Authors
Pt. I	Origins and Underpinnings
1	Beginnings and Introduction	3
Pt. II	The Oregon Teacher Work Sample Methodology
2	The Oregon Teacher Work Sample Methodology: Rationale and Background	11
3	Teacher Work Sample Methodology as Used at Western Oregon State College	15
4	Oregon Teacher Work Sample Methodology: Potential and Problems	46
5	Oregon Teacher Work Sample Methodology: Educational Policy Review	53
6	Reflections on Comments by Airasian and Stufflebeam	62
Pt. III	The Dallas Value-Added Accountability System
7	In the Beginning	75
8	The Dallas Value-Added Accountability System	81
9	Value-Added Productivity Indicators: The Dallas System	100
10	On Trial: The Dallas Value-Added Accountability System	110
11	Little Practical Difference and Pie in the Sky: A Response to Thum and Bryk and a Rejoinder to Sykes	120
Pt. IV	The Tennessee Value-Added Assessment System
12	The Impetus for the Tennessee Value-Added Accountability System	133
13	The Tennessee Value-Added Assessment System: A Quantitative, Outcomes-Based Approach to Educational Assessment	137
14	The Tennessee Value-Added Assessment System: A Challenge to Familiar Assessment Methods	163
15	Assessment Requires Incentives to Add Value: A Review of the Tennessee Value-Added Assessment System	169
16	Response to the Reviewers	179
Pt. V	The Kentucky Instructional Results Information System
17	Historical Background: The Kentucky School Accountability Index	185
18	Kentucky's Accountability and Assessment Systems	191
19	Measurement Quality of the Kentucky Instructional Results Information System, 1991-1994	210
20	Overview and Assessment of the Kentucky Instructional Results Information System	219
21	The Kentucky Instructional Results Information System Meets the Critics: A Little Light and Much Heat	228
Pt. VI	Synthesis and Perspectives
22	How Do I Judge Thee? Let Me Count the Ways	243
23	Toward What End? The Evaluation of Student Learning for the Improvement of Teaching	248
24	The Moth and the Flame: Student Learning as a Criterion of Instructional Competence	264
	Author Index	275
	Subject Index	278