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Grading Teachers, Grading Schools - Book Cover

Grading Teachers, Grading Schools

Is Student Achievement a Valid Evaluation Measure?

In an extensive review of teacher and school evaluation, one is not likely to find an issue more divisive than the question of how best, in high-stakes contexts, to evaluate how well teachers and schools accomplish their task of educating students.

This book explores four contemporary approaches to evaluating the effectiveness of teachers and schools.

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Grading Teachers, Grading Schools - Book Cover
Product Details
  • Grade Level: PreK-12
  • ISBN: 9780803964020
  • Published By: Corwin
  • Year: 1997
  • Page Count: 304
  • Publication date: August 13, 1997

Price: $42.95

Price: $42.95
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"A masterful compilation of diverse perspectives." Daniel L. Stufflebeam, Director, The Evaluation Center, Western Michigan University It's not a question of whether student learning is an important goal of teaching. Everyone agrees it is. The issue explored here is can you (and should you) use student learning as a measurement tool for assessing teacher effectiveness? This book examines four high-profile, high-stakes, contemporary methods for evaluating teaching through learning gains. It offers a rationale and background for each one along with a discussion on supporting evidence and practical implications. The chapter authors provide these criteria for judging a teacher valuation system: * Is this method fair? * Will this method provide comprehensive data? * How does this method compare to other methods? * What are the positive and negative consequences of using this method? You'll find out how well each method stacks up, how cumbersome or easy it is to use, and what kind of support or heel-dragging to expect from participants. Measuring teacher effectiveness through student learning can also result in: * Higher levels of instruction * Important data for school and program evaluation * A model for continuous school improvement * A more accurate picture of what (and how) students are learning If you're interested in the future of teacher assessment, or if you're ready to make changes in the way your school or district assesses its teachers, you need to read this book.


Jason Millman photo

Jason Millman

ITHACA, N.Y. -- Jason Millman, a Cornell University professor of education and an expert on standardized testing methods, died Feb. 22 in Lake Oswego, Ore., where he was visiting family. He died from complications arising from Shy-Drager Syndrome. He was 64. Millman spent a large part of his career studying standardized testing of high school and college students, developing evaluation guidelines for teachers and trying to find accurate ways to measure human performance in an academic setting. In 1992, Millman was commissioned by the New York State Court of Appeals to study whether the New York Bar examination was biased. In his study, released in May 1993, Millman concluded that although passing rates differed across groups, the bar examination was not biased. Later, in a 1994 study on testing accommodations, he developed a methodology for investigating whether the completion of tasks within a prescribed amount of time is an important lawyering skill. Millman also studied the appropriate use of the Scholastic Aptitude Test and was critical of states that compared schools to each other through a "pervasive, simplistic, misleading and dangerous" use of scores. The SAT, he claimed, is taken by motivated, college-bound students and is designed to predict how individual students will perform in college, not to measure schools' effectiveness. In addition to evaluating the performance of students and teachers on standardized tests, Millman and his colleagues also published a 1983 study in the journal Research in Higher Education, indicating that grade inflation was threatening the reliability and validity of grade-point averages. Millman served as co-editor, with Linda Darling-Hammond, of The New Handbook for Teacher Evaluation: Assessing Elementary and Secondary School Teachers (1990), a popular book in the education field. His other books included Grading Teachers, Grading Schools: Is Student Achievement a Valid Evaluation Measure? (1997) and How to Take Tests (1969). He also served as editor of two professional journals, Education Researcher (1964-68) and Journal of Education Measurement (1968-71). Millman grew up in Albany, N.Y., and graduated from Albany High School in 1951. He earned a bachelor's degree in mathematics education in 1955 and a doctorate in psychometrics in 1960, both from the University of Michigan. He joined the Cornell faculty in 1960 as an assistant professor, teaching educational research methodology. He was named a professor in 1969. He served as president of the National Council on Measurement in Education (1978-81) and president of the Educational Research Association of New York State (1963-64). He held elective offices with the Measurement and Research Methodology Division, American Research Association. He served a four-year term as an executive committee member of the National Assessment Governing Board. In 1996 he was awarded the National Council on Measurement in Education Career Award. In addition to his academic accomplishments, he was active in the Suicide Prevention and Crisis Service in Tompkins County, N.Y. He was a writer of the handbook Talking With the Callers: Guidelines for Crisis Line and Other Volunteer Counselors (1998). Millman lived in Ithaca and is survived by his wife, Meredith; sons Jeffrey of San Francisco, Almar of Oswego Lake, Ore., and David of Ithaca; five grandchildren; a brother, Russell Millman of Cincinnati; and a sister, Miriam Biglow of Palm Harbor, Fla.
Table of Contents

Table of Contents


Beginnings and Introduction


Oregon's Teacher Effectiveness Work Sample Methodology

Rationale and Background

Oregon's Teacher Effectiveness Work Sample as Used at Western Oregon State College

Oregon's Teacher Effectiveness Work Sample Methodology

Potential and Problems

Oregon's Teacher Effectiveness Work Sample Methodology

Educational Policy Review

Reflections on Comments by Professors Airasian and Stufflebeam


In the Beginning

The Dallas Value-Added Accountability System

Value-Added Productivity Indicators

The Dallas System

On Trial

The Dallas Value Added Accountability System

Little Practical Difference and Pie in the Sky

A Response to Thum and Bryk and a Rejoinder to Sykes


The Impetus for Tennessee's Value-Added Assessment System

The Tennessee Value-Added Assessment System

A Quantitative Outcomes-Based Approach to Educational Assessment


A Challenge to Familiar Assessment Methods

Response to the Reviewers


Historical Background

The Kentucky School Accountability Index

Ronald K Hambleton

Measurement Quality of the Kentucky Instructional Results Information System, 1991-1994

Overview and Assessment of the Kentucky Instructional Results Informations System

KIRIS Meets the Critics

A Little Light and Much Heat


How Do I Judge Thee? Let Me Count the Ways

Toward What End?

The Evaluation of Student Learning for the Improvement of Teaching

The Moth and the Flame

Student Learning as a Criterion of Instructional Competence

Price: $42.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.