Titlebook: Student Growth Measures in Policy and Practice; Intended and Uninten Kimberly Kappler Hewitt,Audrey Amrein-Beardsley Book 2016 The Editor(s

Madison

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不法行为

SGM use. The useof student test score data has been the cornerstone of the recenttransfiguration of educator evaluation systems in forty-two states and theDistrict of Columbia. Three leading voices on SGMs—Sean Corcoran, Henry Braun,and David Berliner—also serve as section and concluding commentators.  978-1-137-53901-4

consolidate

Intersect

埋伏

When Theoretical Models Meet School Realities: Educator Responses to Student Growth Measures in an Iliterature deals with the technical properties associated with student growth models, little research examines how educators interpret and respond to them. Grounded in measurement and expectancy theories, this paper uses data from a multi-year, mixed-methods study to examine how educators responded

Petechiae

Teachers’ Voices: Where Policy Meets Practicethat included semi-structured interviews with 83 teachers and administrators from a wide variety of backgrounds and schools, the author provides insight into how the use of student growth measures (SGMs) to hold educators accountable interacts with social contexts to affect teaching and learning. On

Ceramic

Measuring Student Growth: A View from the Classroomnd (TIF) sites around the country that have employed SGMs for consequential decision-making purposes, the author examines the opportunities and challenges of using SGMs for consequential personnel decisions. This chapter focuses on two critical questions: How do teachers and principals understand an

会犯错误

匍匐前进

The Role of “Informational Significance” in Shaping Louisiana Elementary Teachers’ Use of High-Stakeast systems. One understudied aspect of new-generation educator evaluation systems concerns the use of these new sources of data in instructional decision-making. Utilizing longitudinal data on the effects of Compass, Louisiana’s high-stakes teacher evaluation (HSTE) system, this chapter tracks the

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