Value-Added Evaluation

Valuation and ranking of teachers can be done in accordance with their contribution towards student learning. This could be done using state test results based on value added analysis. According to Anita Summers, when this was done in a suburban school district, the results seemed similar in two consecutive years, except for one teacher whose reasons for the difference in results doesn’t seem to be very clear. This paper is about value added analysis and how it could produce misleading results upon its use for evaluation of teachers.

Value added assessment embrace the concept but not the results especially when used for accountability or for rewarding teachers (Summers, 2002). Teachers, however, play a very important role in schools hence there has to be a way of rewarding them. That is where value added analysis comes in. The main concern is that in value added assessment, the amount of random error available when measuring student performance is exacerbated. This can be misleading if used for punishing and rewarding of schools. “Some educators will be improperly punished for eliciting what appear to be low gains because of measurement error,” as commented by Greene (2002).

It is important to identify better ways for evaluation however. An instance could be where policy choices should not be made small in terms of differences between teachers and schools or a single year results. If value added analysis where to be used, then it is important to debate about its usefulness. It is important to consider the significance of a small or a big school, if the class is a unit size class and such factors. (Summers, 2002) ”Tying teacher evaluation and sanctions to test score results can discourage teachers from wanting to work in schools with the neediest students, while the large, unpredictable variation in the results and their perceived unfairness can undermine teacher morale.” (Richard Rothstein, August 27, 2010)

Data-Drive Instruction

The idea of data-drive instruction is to focus on what students in classroom learn instead of emphasizing on the content the teacher teaches in the time schedule. To understand that, this article gives an insight of two important elements a teacher should take into account to ensure teaching-learning is done effectively. Teachers should come up with effective assesment and feedback syystems, and well designed teaching methods as plan of action.

Assessment is a criteria for students to demonistrate their level of understanding of the specified knowledge or skills a teacher tought. Every teacher thus must have a way to determine if the students in his/her class met the lesson goals. Kronholz (2012) says that “Schools that have tried to develop their own assessments have found the job overwhelming. After every evaluation, teachers require a method of analysing the test to give an immediate feedback. Many different assessment test are used, but most important is that the type of test should be designed to match specific outcomes usually those set by State and level grade of the student. As a teacher, one should design open tests for student to demonstrate ability express themselve coupled with short answer questions for testing understanding of content and multiple choices to test ability to criticize and decision making. For effective assessment, a proper data should be recorded, organised and interpreted and teachers working a reliable data can identify student’s weakness and strength in instructional tools and plan for further reteaching.

Data-driven instructions help teachers to adopt methods of teaching based on some empirical data rather then following a commercial guide or the traditional methods of teaching the syllabus.Effective lesson and lesson plans are developed to focus on standard assessment and outcomes thus lessons and their activities need thorough planning. The teacher understands the group of students in his class by keeping attention on every individual student learning progress. Kronholz (2012) says, “if you pay attention to what students learn and what they don’t, you learn how to teach more effectively.” The teacher also designs on how to differentiate instructions for individual students achieve their learning goals by using ability classes, peer teaching and group discussion. Collecting and analyzing student learning data can be useful in classroom management, which is a part of effective teaching method that involve reward system, discipline plan, clsss expectations, daily procedures, and effective communiction. Any data becomes meaninful only when an effective action is taken for response. The data help teachers create necessary changes in their teaching methodologies, reorganise lesson plans, schemes of work, and create reteaching plansto reteach areas of weakness.

Using data-driven instruction can lead to effective learning teaching methods to help both students and teachers create a condusive learning atmosphere with teaching-learning, classroom management, and planning process a well set for every student to achieve expected competences.

References

Greene, J. P. (2002). The Business Model; Value-added analysis is a crucial tool in the accountability toolbox–despite its flaws. Summe 2(2) , 1.

Kronholz, J. (2012) Teaching the teachers. Education Next / SUMMER, 7-15

Richard Rothstein, H. F.-H. (August 27, 2010, August 27). Problems with the use of student test scores to evaluate teachers. Retrieved october 3, 2013

Santoyo, P. B., & Atkins, N. (2010). Driven by Data: A Practical Guide to Improve Instruction[ With CDROM]. New York City: Jossey-Bass.

Summers, A. A. (2002). Expert Measures: All the evidence to date shows that value-added techniques are being employed responsibly. Summer, 2(2) , 2.