Transitioning Reporting Assessment Results: From Performance Status to Achievement Growth

Thursday, June 20, 2013: 1:35 PM-2:30 PM
Maryland 1-2 (Gaylord National Resort and Convention Center)
Presentations
  • Nevada ncsa 2013-1.ppt (2.4 MB)
  • Transitioning Reporting.pdf (419.3 kB)
  • Content Strands:
    1. Improving data analysis, use, and reporting
    2. Evaluating and supporting educators
    ABSTRACT:
    The education systems of the Union are undergoing major changes. Common Core State Standards (CCSS) were developed, and federally assessment consortia are charged with developing common assessment systems that are based on CCSS. The new tests are intended to assess students’ readiness for college and career by the end of high school, or progress towards college and career readiness at grades 3-8. Explicitly, the consortia are required to develop tests that measure student achievement growth. However, many educators are not accustomed to growth.  The goal of our presentations is to highlight methods to prepare assessment users for achievement growth models. 

    In response to dissatisfaction by some educators of the status model, the Federal Education Department commissioned a pilot program to ascertain the viability of growth models for education accountability in 2005. The results were encouraging, and have shown that there are a variety of growth models that could supplement or replace the status model. Among the models recommended in the growth pilot were vertical scales-based, value-added, value-tables, and normative models. Although few states have started using these models, many educators are not familiar with how to interpret results from growth measures. We will present procedures with which results from growth models along with the familiar status models can be interpreted and used by educators. This could help assessment stake holders to transition from the status only interpretation to the inevitable growth interpretations. We will discuss the uses of two growth models: one based on vertical scales and one based on value-added.

    Vertically scaled scores are one of the better choices for growth modeling, especially at the student-level. In the vertical-scale growth model, we will demonstrate how to construct guidelines for school administrators and teachers using test results. These guidelines are forward-looking and could help:

    • Use growth models in conjunction with status models
    • Identify students’ standing at the beginning of the school year
    • Set appropriate achievement targets for students
    • Develop measureable achievement outcomes for teachers and schools
    • Devise instructional plans and their implementation

    We will also show potential uses of the growth models for evaluation and accountability. Toward that end, we will show how to quantify the success (or lack of it) of the plans set at the beginning of the school year.

    Additionally we will present how to transition into the use of Educational Value-Added Assessment System (EVAAS) to measure academic growth. The presentation will focus on uses of EVAAS in school and state accountability systems, as well as within one educator evaluation system. Two types of EVAAS models will be discussed: the multivariate response model (MRM) and the univariate response model (URM). We will describe many of the key features, similarities and differences, and the inputs and outputs of each model. We will also describe how educators in one state have been trained and prepared to use the EVAAS reporting system.

    Moderator: