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Performance—Chapter 10
Michelle Baker-Herring
Learning Objectives
• Identify varying approaches to assess
the performance of K-12 students
• Comprehend mechanisms for
assessing educational leaders
• Engage with issues associated with
evaluating school effectiveness
• Comprehend value-added
performance measures
• Utilize national and international
perspectives on educational
performance
National and International
Assessments of Education
Performance
• The National Assessment of
Educational Progress (NAEP): The
Nations Report Card
• Grades 4, 8 and 12
• Conducted every two years
National and International
Assessments of Education
Performance
• Trends in International Mathematics
and Science Study (TIMSS)
• Grades 4 and 8
• Conducted every four years
Assessing School Level
Performance
• Time: A year’s worth of growth vs.
several years of performance data
• Subjects Tested: Math and
ELA…Science on the horizon?
Assessing School Level
Performance
• Student Subgroups:
– Ethnicity
– Special Education Status
– Economic Status
Value Added Performance
Measures
• Longitudinal growth of a group of
students from one grade level to the
next
Assessment of Leadership
Performance
• Administrative Standards and
Licensing
– Accreditation of graduate programs
– Licensing for principals
Assessment of Leadership
Performance
• American Association of School
Administrators (AASA)
– Seven competencies
– All future efforts to develop standards
for administrators are based on the
seven competencies
Assessment of Leadership
Performance
• Interstate School Leaders Licensure
Consortium (ISLLC)
– National Standards
– Seven guiding principles
– Further developed six standards
– Another initiative of the ISLLC group is
the Collaborative Professional
Development Process for School
Leaders
Assessment of Leadership
Performance
• Assessing the Performance of
School Leaders
– In 2002, The Educational Testing
Service (ETS) built a framework that
created rubrics based on the ISLLC
standards that include four themes
Assessment of Leadership
Performance
• Assessing the Performance of
School Leaders
– In 2004, Douglas Reeves designed the
Multidimensional Leadership
Assessment, a standards-based system
based on performance-rating scales
covering ten dimensions of leadership
behavior
Assessment of Leadership
Performance
• Assessing the Performance of
School Leaders
– Researchers Peabody College of
Vanderbilt University, created a
framework for assessing learning-
centered leadership entitled
Vanderbilt Assessment of Leadership
in Education (VAL-Ed)
– Formative and Summative evaluation
of leadership behaviors
Assessing the Performance
of Students
• The No Child Left Behind(NCLB) Act
requires testing for all students in
grades three through eight in
reading and math as well as three
grades in science to make Adequate
Yearly Progress (AYP)
• All students will be proficient by
2014
Assessing the Performance
of Students
• Types of Student Assessment
– Formative
– Summative
– Standardized
– Nonstandardized
– Norm-referenced
– Criterion-referenced
Assessing the Performance
of Students
• Formative Assessment
– Frequent and ongoing
– Used provide timely and effective
feedback
– Occurs during the learning, or as the
learner is “forming” the knowledge
– Homework, quizzes, class work,
observation and conversation
– Allows for adjustments of instruction
Assessing the Performance
of Students
• Summative Assessment
– Used to determine what a students
know after the learning, or when the
student can “sum up” the knowledge
they have gained
– Can be standardized or
nonstandardized
Assessing the Performance
of Students
• Standardized Assessment
– Usually developed by a team of
content and testing specialists
– Created to reduce errors in testing
situations
– Avoid item bias
– Students tested at the same time,
using the same method and similar
environment
– Used to compare students to criteria
or a representative group of students
Assessing the Performance
of Students
• Norm-Referenced Test
– Purpose to give student performance
scores that can be compared and
ranked with a sample of the target
population or socioeconomic or racial
group
– Scores reported as percentile ranks,
national stanines, normal curve,
standard scores and scale scores
Assessing the Performance
of Students
• Criterion-Referenced Test
– Used to determine what learning
objectives have been mastered by a
student
– Test items are not designed to
distribute students across a normal
curve, designed to assess individual
mastery
– Constructed by classroom, school,
district, state and national levels
Assessing the Performance
of Students
• Nonstandardized Assessments
– Formative and Summative assessment
of student mastery, curricular
objectives, and content
– Can be assessments of and for
learning
– Important for data-based decision
making
Assessing the Performance
of Students
• Technical Issues Associated with
Assessments
– Validity
– Reliability

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Performance—Chapter 10

  • 2. Learning Objectives • Identify varying approaches to assess the performance of K-12 students • Comprehend mechanisms for assessing educational leaders • Engage with issues associated with evaluating school effectiveness • Comprehend value-added performance measures • Utilize national and international perspectives on educational performance
  • 3. National and International Assessments of Education Performance • The National Assessment of Educational Progress (NAEP): The Nations Report Card • Grades 4, 8 and 12 • Conducted every two years
  • 4. National and International Assessments of Education Performance • Trends in International Mathematics and Science Study (TIMSS) • Grades 4 and 8 • Conducted every four years
  • 5. Assessing School Level Performance • Time: A year’s worth of growth vs. several years of performance data • Subjects Tested: Math and ELA…Science on the horizon?
  • 6. Assessing School Level Performance • Student Subgroups: – Ethnicity – Special Education Status – Economic Status
  • 7. Value Added Performance Measures • Longitudinal growth of a group of students from one grade level to the next
  • 8. Assessment of Leadership Performance • Administrative Standards and Licensing – Accreditation of graduate programs – Licensing for principals
  • 9. Assessment of Leadership Performance • American Association of School Administrators (AASA) – Seven competencies – All future efforts to develop standards for administrators are based on the seven competencies
  • 10. Assessment of Leadership Performance • Interstate School Leaders Licensure Consortium (ISLLC) – National Standards – Seven guiding principles – Further developed six standards – Another initiative of the ISLLC group is the Collaborative Professional Development Process for School Leaders
  • 11. Assessment of Leadership Performance • Assessing the Performance of School Leaders – In 2002, The Educational Testing Service (ETS) built a framework that created rubrics based on the ISLLC standards that include four themes
  • 12. Assessment of Leadership Performance • Assessing the Performance of School Leaders – In 2004, Douglas Reeves designed the Multidimensional Leadership Assessment, a standards-based system based on performance-rating scales covering ten dimensions of leadership behavior
  • 13. Assessment of Leadership Performance • Assessing the Performance of School Leaders – Researchers Peabody College of Vanderbilt University, created a framework for assessing learning- centered leadership entitled Vanderbilt Assessment of Leadership in Education (VAL-Ed) – Formative and Summative evaluation of leadership behaviors
  • 14. Assessing the Performance of Students • The No Child Left Behind(NCLB) Act requires testing for all students in grades three through eight in reading and math as well as three grades in science to make Adequate Yearly Progress (AYP) • All students will be proficient by 2014
  • 15. Assessing the Performance of Students • Types of Student Assessment – Formative – Summative – Standardized – Nonstandardized – Norm-referenced – Criterion-referenced
  • 16. Assessing the Performance of Students • Formative Assessment – Frequent and ongoing – Used provide timely and effective feedback – Occurs during the learning, or as the learner is “forming” the knowledge – Homework, quizzes, class work, observation and conversation – Allows for adjustments of instruction
  • 17. Assessing the Performance of Students • Summative Assessment – Used to determine what a students know after the learning, or when the student can “sum up” the knowledge they have gained – Can be standardized or nonstandardized
  • 18. Assessing the Performance of Students • Standardized Assessment – Usually developed by a team of content and testing specialists – Created to reduce errors in testing situations – Avoid item bias – Students tested at the same time, using the same method and similar environment – Used to compare students to criteria or a representative group of students
  • 19. Assessing the Performance of Students • Norm-Referenced Test – Purpose to give student performance scores that can be compared and ranked with a sample of the target population or socioeconomic or racial group – Scores reported as percentile ranks, national stanines, normal curve, standard scores and scale scores
  • 20. Assessing the Performance of Students • Criterion-Referenced Test – Used to determine what learning objectives have been mastered by a student – Test items are not designed to distribute students across a normal curve, designed to assess individual mastery – Constructed by classroom, school, district, state and national levels
  • 21. Assessing the Performance of Students • Nonstandardized Assessments – Formative and Summative assessment of student mastery, curricular objectives, and content – Can be assessments of and for learning – Important for data-based decision making
  • 22. Assessing the Performance of Students • Technical Issues Associated with Assessments – Validity – Reliability