Reply to "Teacher of the Year" quits over Common Core tests

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[quote=Anonymous][quote=Anonymous]This whole "high stakes" characterization seems a bit warped to me...   Testing has been around for decades.  But, apparently we are to understand that now, if teachers' evaluations are based on whether or not kids show improvement in their classrooms, that's "high stakes" whereas before we apparently didn't give a shit if kids didn't show improvement as they progressed since that apparently wasn't "high stakes" testing...

:roll:[/quote]

NCLB started "high stakes" testing. So it's been around for a little over a decade.

Basing teachers' performance evaluations on student test results might sound like a good idea in principle, but in practice it just plain doesn't work.

[i]1. Value-Added Models of Teacher Effectiveness Are Highly Unstable. Teachers’ ratings differ substantially from class to class and from year to year, as well as from one test to the next.
2. Teachers’ Value-Added Ratings Are Significantly Affected by Differences in the Students Who Are Assigned to Them. Even when models try to control for prior achievement and student demographic variables, teachers are advantaged or disadvantaged based on the students they teach. In particular, teachers with large numbers of new English learners and others with special needs have been found to show lower gains than the same teachers when they are teaching other students.
3. Value-Added Ratings Cannot Disentangle the Many Influences on Student Progress. Many other home, school, and student factors influence student learning gains, and these matter more than the individual teacher in explaining changes in scores.[/i]

http://www.aera.net/Portals/38/docs/New%20Logo%20Research%20on%20Teacher%20Evaluation%20AERA-NAE%20Briefing.pdf

In fact, several studies have found logically impossible results for value-added models, for example that the strongest predictor of a student's test results in third grade was the student's fifth grade teacher.[/quote]

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