Score to Soar by Eller John F.;Elller Sheila A.;

Author:Eller, John F.;Elller, Sheila A.;
Language: eng
Format: epub
Publisher: Solution Tree
Published: 2015-08-15T00:00:00+00:00

Considerations When Using Student Achievement Data

Taking into account all of the issues surrounding using student achievement scores to evaluate teachers, we recommend the following.

In several states, the use of student achievement data is mandated by law. Be sure to follow your state’s mandates.

Keep in mind that student achievement data are one source of information. There are many other data sources that can help measure a teacher’s performance.

Do not make employment decisions solely on student achievement data. These data may not tell the entire story of a teacher’s performance. Student achievement data may be impacted by changes in classroom makeup, changing demographics, more complex learning objectives, and a variety of other factors. Thus, basing employment decisions (such as retention, contract status, placing teachers in intensive assistance programs, and so on) solely on student achievement data could be problematic and unfair to the teacher.

Since the use of student achievement data has been focused on school, grade level, subject area, and other broad-based group use, move with caution when using it for individual teachers. Consider reflecting on student achievement data within the context of PLC goals, grade-level goals, and even the teacher’s professional growth goals. For example, consider a grade-level collaborative team focusing on improving student achievement in writing. When the standardized tests results come in, the supervisor and the teachers hold a discussion about the test results and the PLC goal. The improved test results show some progress toward the PLC goal. The conversation between the supervisor and teacher reflects this partial progress, and the two decide that even though the goal was not completely achieved, adequate progress was still made toward the goal. In another example, the student achievement test results do not show much growth, but the teacher has gathered informal achievement data using unit assessments and student work samples. These more informal achievement sources show that the students are making good gains. The supervisor and the teacher decide that the achievement is on track and plan to continue to implement the same strategies.

Consider using student data as sources to confirm other data sources. For example, if you have concerns about a teacher’s observed performance, you can examine the learning of the students. If the achievement data show that the students are performing poorly, you could include those data when making a decision about working to improve the teacher’s performance. Consider using a coaching approach first when dealing with student achievement issues. Talking with a teacher, trying to understand what’s happening in the classroom, and developing a plan can let the teacher know you are interested in helping him or her overcome an issue versus “catching” him or her in a problematic situation.

As you work with your teachers, you may want to consider other options, as long as they fit the requirements of your district.

Download

Copyright Disclaimer:
This site does not store any files on its server. We only index and link to content provided by other sites. Please contact the content providers to delete copyright contents if any and email us, we'll remove relevant links or contents immediately.