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

Theory · All theories
Evidence · 7 claims (7 for) · 2 studies (1 review, 1 qualitative), q2 · 0 of 2 report an effect size · 7 claims rest on one study

Description¶

The report organizes alternative ways to measure student growth in grades and subjects not covered by state assessments into two broad categories. The first, "alternative assessment–based value-added models," uses statistical methods on end-of-course or commercially available tests. The second, "student learning objectives," are customized goals set by a teacher or teacher team at the start of the year with principal approval, and "do not involve statistical modeling." The taxonomy structures the report's comparison of uses, benefits, and challenges.

Design Implications¶

Context¶

Requirements¶

• State assessments typically cover only grades 3–8 and one high school grade, motivating alternatives for uncovered grades and subjects

Constraints¶

• Student learning objectives do not involve statistical modeling, distinguishing them from value-added approaches

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 in non-tested grades and subjects

Claims¶

• Limited Reliability Validity Evidence Alternative Growth Measures [+M]
• Collaboration Benefit Versus Vam Fairness [+M]
• Early-adopting districts used alternative student growth measures alongside other measures in formal teacher evaluations [+W]
• Evaluation systems including alternative student growth measures showed a wider range of teacher performance than previous systems lacking growth measures [+W]
• Alternative student growth measures brought financial costs and implementation challenges around teacher time, test administration, and rigor [+W]
• Alternative student growth measures, especially student learning objectives, were used for many purposes beyond teacher evaluation [+W]
• Traditional annual state assessment growth measures typically cover only reading and math in grades 4-8, limiting their use in teacher evaluation [+W]

Related Theories¶

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

Examples¶

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Key Sources¶

• 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