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How Can Teacher Evaluation Be Connected to
Student Achievement?
State Achievement Measures Option 1
Student Achievement Status Models
Student Achievement Status Models
Post-test only
Not a growth measure
Can be:– Norm-referenced achievement tests– Criterion-referenced, end-of-course/year tests
Examples: ITBS, SAT, GRE, State EOC tests
Status Models:Questions Answered
How well did Miguel perform compared to a national norm group of 5th grade students? (norm referenced)
Did Miguel reach a pre-set benchmark score for proficiency or mastery on the 5th grade math test? (criterion referenced)
Problemwith Status Models
Teacher A Teacher B0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
End of YearBeginning of Year
Status Models Provide Valuable Information . . .
but not for teacher evaluation.
State Achievement Measures Option 2
Student Growth Percentile Model
Note: SPG slides developed by Dr. Deborah Jonas, VA DOE
Student Growth Percentile Model Questions Answered
How much did Miguel improve from 4th grade to 5th grade relative to his academic peers (students with the same score in 4th grade or similar achievement histories)?
Student Growth Percentile Characteristics
Percentiles express the percentage of cases that fall below a certain score. – SGPs are reported between 1 and 99.– Higher numbers represent higher growth and
lower numbers represent lower growth.
Uncorrelated with prior achievement– Low achieving students can show high growth– High achieving students can show low growth
Three Students with the Same Scaled Scores on Grade 6 Reading
Student C
Student B
Student A
260 270 280 290 300 310 320 330 340 350
301
301
301
SOL Scaled Score Grade 6
Same Three Students - in Grade 7
Example only. Note that SGPs account for as much historical data as are available .
Student C
Student B
Student A
260 270 280 290 300 310 320 330 340 350
343
312
289
301
301
301
SOL Scaled Score Grade 6 SOL Scaled Score Grade 7
Same Three Students - in Grade 7
Example only. Note that SGPs account for as much historical data as are available .
Student C
Student B
Student A
260 270 280 290 300 310 320 330 340 350
343
312
289
301
301
301
SOL Scaled Score Grade 6 SOL Scaled Score Grade 7
SGP=48
SGP=61
SGP = 18
Additional Growth Measures
The 30/70 Dilemma
30%: Teachers with State Test Data
70%: All Other Teachers
Student Achievement Optional Measures No. 1
Average School Growth Score
30% of Teachers:
Individual ScoresElementary Reading and Math Teachers
- Algebra Teachers
- Science and Social Studies Teachers
70% of Teachers:
School/Team Scores- Teachers in non-tested grades
Instructional Coaches
- PE Teachers
- Guidance Counselors
Student Achievement Optional Measures No. 2
Student Achievement Goal Setting
Step 1: Pre-assess
Students
Step 2: Student Set
Learning Goals
Step 3: Teaching & Learning
Strategies
Step 4: Monitor Student Progress
Step 5: Post-Assess
Students
Goal Setting Process
Baseline Data Mid-Year End of Year0
10
20
30
40
50
60Below 25th
25th to 49th
50th to 74th
75th and Above
EXAMPLE USING TEST DATA
Goal Statement
For the 2009/10 school year, all of my students will demonstrate measurable growth in mathematics. At least 80% of my students will meet or exceed the benchmark of 50th percentile or above on the percentile rank distribution for STAR.
Baseline, Mid-Year, and End of Year Data
Percentile Rank Distribution of Students on the STAR Mathematics Assessment
Polly Nomial
8th Grade Math Teacher
Concept Model: Connecting Student Achievement to Teacher
Evaluation
Ending Achievement Level
– Beginning Level
Gain Score