If a tree falls in a forest, but no one hears

If developed thoughtfully and implemented carefully, value-added models can serve as key components in improved teacher evaluation systems by providing important information on the extent to which classroom teachers have fostered learning gains in math, language, reading, and other tested subjects....

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Bibliographic Details
Published inPhi Delta Kappan Vol. 94; no. 3; pp. 34 - 38
Main Authors Ritter, Gary W., Shuls, James V.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA Phi Delta Kappa International 01.11.2012
SAGE Publications
Phi Delta Kappa
Subjects
Academic Achievement
Academic learning
Achievement Gains
Children
Educational research
English language
Evaluation Methods
Language Arts
Learning
Mathematics Education
Mathematics Instruction
Mathematics Teachers
Outcomes of Education
Standardized Tests
Teacher Effectiveness
Teacher Evaluation
Teacher evaluations
Teachers
Test scores
Value added
Value Added Models
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ISSN0031-7217
1940-6487
DOI10.1177/003172171209400308

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Summary:If developed thoughtfully and implemented carefully, value-added models can serve as key components in improved teacher evaluation systems by providing important information on the extent to which classroom teachers have fostered learning gains in math, language, reading, and other tested subjects. For many teachers, particularly those in English language arts and math, most (but not all) of their annual evaluations should be based on value-added measures of student learning gains.
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ISSN:0031-7217
1940-6487
DOI:10.1177/003172171209400308