Measures Of Effective Teaching Research Paper

Measures Of Effective Teaching Research Paper-26
The current findings include: (1) In every grade and subject, a teacher's past track record of value-added is among the strongest predictors of their students' achievement gains in other classes and academic years.A teacher's value-added fluctuates from year-to-year and from class-to-class, as succeeding cohorts of students move through their classrooms.

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Though the MET analysts concede that the best model of effectiveness tests, they assert that the combo approach—which attaches lower percentages to test gains and higher to observations and student surveys—“demonstrated the best mix of low volatility year to year and ability to predict student gains on multiple assessments” (the latter referring to supplemental assessments described as “cognitively challenging”).

This is where disagreement about the study commences: Jay Greene (no fan of the MET study) argues that because metrics like classroom observations don’t make the measure significantly more predictive (simply more reliable), but carry hefty price tags, we should be very wary of their inclusion.

After three years, $45 million, and a staggering amount of video content, the Gates Foundation has released the third and final set of reports on its ambitious Measurements in Effective Teaching (MET) project (the first two iterations are reviewed here and here).

The project attempted to ascertain whether it’s possible to measure educator effectiveness reliably—and, if so, how to do it.

In this report, the authors focus on the value of classroom observations.

They test five different approaches to classroom observations.(We’ve heard this from him before.) Value-added experts agree that multiple years of test data are our best bet for reducing volatility in VAM measures, but that we should be careful in relying solely on them for high-stakes personnel decisions given their imperfections.Though Kane and colleagues are clear in describing VAM alone as a superior predictive measure, they could have done a much better job describing the tradeoffs involved in relying on VAM, student surveys, observations or any other measure for that matter—and what other purposes such measures might serve (such as guarding against gains due to simple test prep).The project includes nearly 3000 teachers who volunteered to help researchers identify a better approach to teacher development and evaluation, located in six predominantly urban school districts across the country: Charlotte-Mecklenburg Schools, Dallas Independent School District, Denver Public Schools, Hillsborough County Public Schools (including Tampa, Florida), Memphis City Schools, and the New York City Department of Education.As part of the project, multiple data sources are being collected and analyzed over two school years, including student achievement gains on state assessments and supplemental assessments designed to assess higher-order conceptual understanding; classroom observations and teacher reflections on their practice; assessments of teachers' pedagogical content knowledge; student perceptions of the classroom instructional environment; and teachers' perceptions of working conditions and instructional support at their schools.Most important are students' perception of a teacher's ability to control a classroom and to challenge students with rigorous work.Appended are: (1) Sample 8th Grade BAM Item; and (2) Example from Stanford 9 Open-Ended Reading Assessment.In fall 2009, the Bill & Melinda Gates Foundation launched the Measures of Effective Teaching (MET) project to test new approaches to measuring effective teaching.The goal of the MET project is to improve the quality of information about teaching effectiveness available to education professionals within states and districts--information that will help them build fair and reliable systems for measuring teacher effectiveness that can be used for a variety of purposes, including feedback, development, and continuous improvement.The data showed a strong correlation between the predicted achievement of teachers’ students and their actual scores, as well as the magnitude of success.That the study randomly assigned teachers offers credence to the researchers’ contention that teachers’ success be determined (and isn’t merely a byproduct of the quality of students who enter their classrooms in September).


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