Classroom effectiveness can be reliably estimated by gauging students’ progress on standardized tests, Gates foundation study shows. Results come amid a national effort to reform teacher evaluations.
Teachers’ effectiveness can be reliably estimated by gauging their students’ progress on standardized tests, according to the preliminary findings of a large-scale study released Friday by leading education researchers.
The study, funded by the Bill and Melinda Gates Foundation, provides some of the strongest evidence to date of the validity of “value-added” analysis, whose accuracy has been hotly contested by teachers unions and some education experts who question the use of test scores to evaluate teachers.
The approach estimates a teacher’s effectiveness by comparing his or her students’ performance on standardized tests to their performance in previous years. It has been adopted around the country in cities including New York; Washington, D.C.; Houston; and soon, if local officials have their way, Los Angeles.
The $45-million Measures of Effective Teaching study is a groundbreaking effort to identify reliable gauges of teacher performance through an intensive look at 3,000 teachers in cities throughout the country. Ultimately, it will examine multiple approaches, including using sophisticated observation tools and teachers’ assessments of their own performance
Much more on value added assessment, here.