Three alternative student growth measure types for teacher evaluation: commercially available assessments, locally developed common assessments, and teacher-developed student learning objectives¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The report organizes alternative measures of student achievement growth used in teacher evaluation into three types that do not rely on traditional annual state assessments. It summarizes evidence on "commercially available assessments, locally developed common assessments, and teacher-developed student learning objectives." This tripartite structure frames the literature review's coverage of non-traditional growth measures for evaluating teacher performance.

Design Implications¶

Context¶

Requirements¶

• Measures must be alternatives that do not rely on traditional annual state assessments

Constraints¶

Target Learners¶

• K-12 students in grades and subjects not covered by annual state assessments

Target Learning Objectives¶

• Measuring student achievement growth for teacher evaluation

Claims¶

• State Assessment Growth Measures Limited Reading Math Grades 4 8 [+M]

Related Theories¶

• Two-category taxonomy of alternative student growth measures: alternative assessment-based value-added models and student learning objectives

Examples¶

• REL Mid-Atlantic literature review on alternative student growth measures for teacher evaluation

Key Sources¶

• Brian Gill, Julie Bruch, Kevin Booker. (2013). Using Alternative Student Growth Measures for Evaluating Teacher Performance: What the Literature Says (Executive Summary). Washington, DC: U.S. 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