Performance—Chapter 10

Performance—Chapter 10Michelle 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