Value-added assessment: College education and student growth

1987 ◽  
Vol 1987 (59) ◽  
pp. 31-38
Author(s):  
Marcia J. Belcher
Keyword(s):  
College Education ◽  
Value Added ◽  
Student Growth

scholarly journals Educator Evaluation Policy that Incorporates EVAAS Value-Added Measures: Undermined Intentions and Exacerbated Inequities

2015 ◽  
Vol 23 ◽  
pp. 76 ◽  
Author(s):  
Kimberly Kappler Hewitt
Keyword(s):  
Effective Teachers ◽  
Value Added ◽  
The United States ◽  
Teacher Evaluations ◽  
Student Growth ◽  
Unintended Effects ◽  
Educator Evaluation ◽  
Perceived Effects ◽  
Negative Perceptions ◽  
Student Growth Measures

In the United States, policies in forty states and D.C. incorporate student growth measures – estimates of student progress attributed to educators – into educator evaluation. The federal government positions such policies as levers for ensuring that more students are taught by effective teachers and that effective educators are more equitably distributed amongst schools. Because these policies are new, little is known about how educators respond to them. Mixed methods survey data from a large, diverse district in North Carolina, a state that incorporates value-added data into teacher evaluations, indicate that substantive, unintended effects may undermine the purposes for which these policies were developed. Results indicate that educators evaluated by value-added are generally opposed to its use. Those who have previously been evaluated by value-added have significantly more negative perceptions about the fairness and accuracy of value-added, are more opposed to its use in educator evaluation, and are more likely to perceive that it will not result in more equitable distribution of good educators across schools and that educators will avoid working with certain students because of value-added. Respondents perceived effects of the use of value-added for teacher accountability that fall within five themes: 1) Educators increasingly game the system and teach to the test, 2) Teachers increasingly leave the field, 3) Some educators seek to avoid working with certain students and at certain schools, 4) Educators feel an increase in stress, pressure, and anxiety, 5) Educator collaboration is decreasing, and competition is increasing. Based on findings, the author recommends five mid-course policy corrections.

A Value-Added Model To Measure Higher Education Returns On Government Investment

2011 ◽  
Vol 4 (2) ◽  
pp. 15 ◽  
Author(s):  
Roland J. Sparks
Keyword(s):  
Higher Education ◽  
Student Loans ◽  
College Education ◽  
Value Added ◽  
Quality Model ◽  
Government Investment ◽  
Financial Return ◽  
Default Rates ◽  
The Government ◽  
The Cost

The cost of college is increasing faster than inflation with the government funding over 19 million student loans that have a current outstanding balance of over $850 billion in 2010. Student default rates for 2008 averaged 7% but for some colleges, default rates were as high as 46.8%. Congress is demanding answers from colleges and universities about the quality of their education and the return on the governments investment. Current practices measure universities effectiveness by self-developed and measured outcomes. This system does not seem to be effective in measuring the value-added by a college education. This paper develops a model to evaluate the value-added through higher education. The model uses financial return on investment as viewed by the government lenders. A service quality model is introduced to help identify factors that are significant and easy to measure in determining a universitys ability to return the governments investment.

scholarly journals Awakening the Learner Within: Purposeful Prompts and Lifelong Learning Measures in a First-Year Composition Course

2017 ◽  
Vol 17 (4) ◽  
pp. 67-82
Author(s):  
Tara Moore ◽  
Suzanne C. Shaffer
Keyword(s):  
Lifelong Learning ◽  
College Education ◽  
Student Growth ◽  
Control Group ◽  
First Year ◽  
Learning Skills ◽  
Writing Assignments ◽  
Lifelong Learners ◽  
First Year Composition ◽  
Composition Course

Lifelong learning skills have been shown to benefit students during and after college. This paper discusses the use of the Effective Lifelong Learning Inventory (ELLI) in a first-year composition course. Reflective writing assignments and pre- and post-semester ELLI data were used to assess student growth as lifelong learners over the course of a semester. Statistically significant gains in lifelong learning dimensions were made by students in the study as compared to those in a control group who received no direct instruction. The authors reflect on the outcomes of the project for students and instructors and question the general assumptions often made about the outcomes of a college education, namely, whether students gain lifelong learning skills simply by virtue of attending college, or is more instruction on these “intangible” qualities needed?

scholarly journals Identifying Tennessee school-based agricultural education student growth and program accountability metrics

2021 ◽  
Vol 2 (2) ◽  
pp. 86-96
Author(s):  
Ashton Street ◽  
Christopher Stripling ◽  
John Ricketts ◽  
Nathan Conner ◽  
Christopher Boyer
Keyword(s):  
Agricultural Education ◽  
Delphi Study ◽  
Value Added ◽  
Student Growth ◽  
Education Student ◽  
Modified Delphi ◽  
School Based ◽  
Primary Focus ◽  
Program Accountability ◽  
The Individual

Over the years, accountability in education has transformed from the primary focus being the school as a whole to the individual teacher. The purpose of this study was to determine the metrics Tennessee school-based agricultural education teachers perceive as indicators of excellent total programs (classroom instruction, FFA, SAE), and a modified Delphi study was used to seek a consensus. The following nine metrics were retained: (a) pesticide certification, (b) program of activities, (c) number of students participating in CDEs, (d) chapter community service hours, (e) total number of FFA activities, (f) number of CDEs coached, (g) at least one proficiency at regional level, (h) one American degree every 3 years, and (i) percentage of students with SAE. Overall, the metrics agreed upon are narrow in focus and all but one is a record of activity and not direct measures of students’ knowledge or skills. As a result, the measures do not include student growth or value-added scores or authentic assessments of 21st century skills. Additional research is needed to further investigate the metrics that should be used to measure a school-based agricultural education program’s success in Tennessee and across the nation.

Distorting Value Added: The Use of Longitudinal, Vertically Scaled Student Achievement Data for Growth-Based, Value-Added Accountability

2006 ◽  
Vol 31 (1) ◽  
pp. 35-62 ◽  
Author(s):  
Joseph A. Martineau
Keyword(s):  
Student Achievement ◽  
Student Performance ◽  
Value Added ◽  
Student Growth ◽  
Future Research ◽  
Achievement Data ◽  
Value Added Models ◽  
Value Added Modeling ◽  
Construct Shift ◽  
Vertical Scales

Longitudinal, student performance-based, value-added accountability models have become popular of late and continue to enjoy increasing popularity. Such models require student data to be vertically scaled across wide grade and developmental ranges so that the value added to student growth/achievement by teachers, schools, and districts may be modeled in an accurate manner. Many assessment companies provide such vertical scales and claim that those scales are adequate for longitudinal value-added modeling. However, psychometricians tend to agree that scales spanning wide grade/developmental ranges also span wide content ranges, and that scores cannot be considered exchangeable along the various portions of the scale. This shift in the constructs being measured from grade to grade jeopardizes the validity of inferences made from longitudinal value-added models. This study demonstrates mathematically that the use of such “construct-shifting” vertical scales in longitudinal, value-added models introduces remarkable distortions in the value-added estimates of the majority of educators. These distortions include (a) identification of effective teachers/schools as ineffective (and vice versa) simply because their students’ achievement is outside the developmental range measured well by “appropriate” grade-level tests, and (b) the attribution of prior teacher/school effects to later teachers/schools. Therefore, theories, models, policies, rewards, and sanctions based upon such value-added estimates are likely to be invalid because of distorted conclusions about educator effectiveness in eliciting student growth. This study identifies highly restrictive scenarios in which current value-added models can be validly applied in high-stakes and low-stakes research uses. This article further identifies one use of student achievement data for growth-based, value-added modeling that is not plagued by the problems of construct shift: the assessment of an upper grade content (e.g., fourth grade) in both the grade below and the appropriate grade to obtain a measure of student gain on a grade-specific mix of constructs. Directions for future research on methods to alleviate the problems of construct shift are identified as well.

scholarly journals A Comparison of Student Growth Percentile and Value-Added Models of Teacher Performance

2015 ◽  
Vol 2 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Cassandra Guarino ◽  
Mark Reckase ◽  
Brian Stacy ◽  
Jeffrey Wooldridge
Keyword(s):  
Teacher Performance ◽  
Value Added ◽  
Student Growth ◽  
Value Added Models ◽  
Student Growth Percentile

Sustainable 2,5-furandicarboxylic synthesis by a direct 5-hydroxymethylfurfural fuel cell based on a bifunctional PtNiSx catalyst

2020 ◽  
Vol 56 (88) ◽  
pp. 13611-13614
Author(s):  
Jialu Wang ◽  
Xian Zhang ◽  
Guozhong Wang ◽  
Yunxia Zhang ◽  
Haimin Zhang
Keyword(s):  
Fuel Cell ◽  
Electric Energy ◽  
Value Added ◽  
Chemical Energy ◽  
New Type

A new type of direct 5-hydroxymethylfurfural (HMF) oxidation fuel cell based on a bifunctional PtNiSx/CB catalyst not only transformed chemical energy into electric energy but also converted HMF into value-added 2,5-furandicarboxylic (FDCA).

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