Evidence on reliability and validity of alternative student growth measures, especially student learning objectives, is limited¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2018: tool and model accuracy changes quickly

Subclaims¶

q2 i? Evidence is limited on the reliability and validity of alternative student growth measures used in the districts, especially student learning objectives. → Moira McCullough 2015

Evidence¶

Moira McCullough 2015¶

Moira McCullough, Brittany English, Megan Hague Angus, Brian Gill. (2015). Alternative Student Growth Measures for Teacher Evaluation: Implementation Experiences of Early-Adopting Districts. Washington, DC: Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. https://ies.ed.gov/ncee/edlabs

q2 · i? · qualitative · r?

The report's key findings state that "evidence is limited on the reliability and validity" of the measures used in the districts, with student learning objectives singled out as the area of greatest limitation.

"Evidence is limited on the reliability and validity of alternative student growth measures used in the districts—especially student learning objectives."

Discussion¶

Related Claims¶

• Alternative student growth measures brought financial costs and implementation challenges around teacher time, test administration, and rigor — related
• Alternative student growth measures, especially student learning objectives, were used for many purposes beyond teacher evaluation — related
• Among SLO districts the most frequently reported benefit was increased collaboration, while alternative assessment-based value-added models were perceived as fairer than SLOs — related
• Early-adopting districts used alternative student growth measures alongside other measures in formal teacher evaluations — related
• Evaluation systems including alternative student growth measures showed a wider range of teacher performance than previous systems lacking growth measures — related
• Educator evaluation systems combine student growth measures with other performance measures such as classroom observation scores to identify highest- and lowest-performing teachers — related
• Eight early-adopting districts use alternative measures of teacher effectiveness in evaluation or performance-related compensation systems — related
• The reliability of a teacher evaluation system determines the proportion of teachers who can be identified as exceptional — related
• Incorporating measures of student growth into teacher evaluation systems remained an ongoing challenge for early adopter districts — related
• Districts face validity, reliability, comparability, and accountability-tension challenges in assessing future-ready skills — related
• Integrating POG assessments into traditional standardized-test-centered accountability systems is complex, and lack of a standardized framework can produce inconsistent measurement across regions — related
• States integrate performance-based assessments as a complement or alternative to traditional multiple-choice tests within a broader assessment strategy — related