Value-Added Estimates of Teacher Effectiveness: Measurement, Uses, and Limitations

2021 ◽  
Author(s):  
Jessalynn James ◽  
Susanna Loeb
Keyword(s):  
Student Outcomes ◽  
Teaching And Learning ◽  
Value Added ◽  
Social Emotional ◽  
Specific Context ◽  
Individual Contributions ◽  
Effectiveness Measurement ◽  
The Many ◽  
Value Added Measures ◽  
Improving Teaching And Learning

Since the turn of the 21st century, an abundant body of research has demonstrated that teachers meaningfully contribute to their students’ learning but that teachers vary widely in their effectiveness. Measures of teachers’ “value added” to student achievement have become common, and sometimes controversial, tools for researchers and policymakers hoping to identify and differentiate teachers’ individual contributions to student learning. Value-added measures aim to identify how much more a given teacher’s students learn than what would be expected based on how much other, similar students learn with other teachers. The question of how to measure value added without substantial measurement error and without incorrectly capturing other factors outside of teachers’ control is complex and sometime illusory, and the advantages and drawbacks to any particular method of estimating teachers’ value added depend on the specific context and purpose for their use. Traditionally, researchers have calculated value-added scores only for the subset of teachers with students in tested grades and subjects—a relatively small proportion of the teaching force, in a narrow set of the many domains on which teachers may influence their students. More recently, researchers have created value-added estimates for a range of other student outcomes, including measures of students’ engagement and social-emotional learning such as attendance and behavioral incidences, which may be available for more teachers. Overall, teacher value-added measures can be useful tools for understanding and improving teaching and learning, but they have substantial limitations for many uses and contexts.

A Handbook to Eddic Poetry: Myths and Legends of Early Scandinavia, ed. Carolyne Larrington, Judy Quinn, and Brittany Schorn. Cambridge: Cambridge University Press, 2016, xii, 413 pp., 12 b/w ill.

Mediaevistik ◽  
2018 ◽  
Vol 31 (1) ◽  
pp. 366-366
Author(s):  
Albrecht Classen
Keyword(s):  
Old Norse ◽  
Entire Volume ◽  
Cambridge University ◽  
Critical Studies ◽  
Individual Contributions ◽  
The Many ◽  
The Individual ◽  
Made In ◽  
Scandinavian Literature

Eddic poetry constitutes one of the most important genres in Old Norse or Scandinavian literature and has been studied since the earliest time of modern-day philology. The progress we have made in that field is impressive, considering the many excellent editions and translations, not to mention the countless critical studies in monographs and articles. Nevertheless, there is always a great need to revisit, to summarize, to review, and to digest the knowledge gained so far. The present handbook intends to address all those goals and does so, to spell it out right away, exceedingly well. But in contrast to traditional concepts, the individual contributions constitute fully developed critical article, each with a specialized topic elucidating it as comprehensively as possible, and concluding with a section of notes. Those are kept very brief, but the volume rounds it all off with an inclusive, comprehensive bibliography. And there is also a very useful index at the end. At the beginning, we find, following the table of contents, a list of the contributors, unfortunately without emails, a list of translations and abbreviations of the titles of Eddic poems in the Codex Regius and then elsewhere, and a very insightful and pleasant introduction by Carolyne Larrington. She briefly introduces the genre and then summarizes the essential points made by the individual authors. The entire volume is based on the Eddic Network established by the three editors in 2012, and on two workshops held at St. John’s College, Oxford in 2013 and 2014.

scholarly journals Diocesan Licensing and Medical Practitioners in South-West England, 1660–1780

2004 ◽  
Vol 48 (1) ◽  
pp. 49-68 ◽  
Author(s):  
Ian Mortimer
Keyword(s):  
Early Modern ◽  
Specific Context ◽  
Medical Practitioners ◽  
Medical Expertise ◽  
North West ◽  
The North ◽  
Decentralized Trade ◽  
South West ◽  
The Many ◽  
South West England

The licensing of provincial surgeons and physicians in the post-Restoration period has proved an awkward subject for medical historians. It has divided writers between those who regard the possession of a local licence as a mark of professionalism or proficiency, those who see the existence of diocesan licences as a mark of an essentially unregulated and decentralized trade, and those who discount the distinction of licensing in assessing medical expertise availability in a given region. Such a diversity of interpretations has meant that the very descriptors by which practitioners were known to their contemporaries (and are referred to by historians) have become fragmented and difficult to use without a specific context. As David Harley has pointed out in his study of licensed physicians in the north-west of England, “historians often define eighteenth-century physicians as men with medical degrees, thus ignoring … the many licensed physicians throughout the country”. One could similarly draw attention to the inadequacy of the word “surgeon” to cover licensed and unlicensed practitioners, barber-surgeons, Company members in towns, self-taught practitioners using surgical manuals, and procedural specialists whose work came under the umbrella of surgery, such as bonesetters, midwives and phlebotomists. Although such fragmentation of meaning reflects a diversity of practices carried on under the same occupational descriptors in early modern England, the result is an imprecise historical literature in which the importance of licensing, and especially local licensing, is either ignored as a delimiter or viewed as an inaccurate gauge of medical proficiency.

ANALYSIS OF THE NATURE OF THE EUROPEAN DIGITAL TAX IN COMPARISON WITH THE CURRENT VAT SYSTEM AND ITS IMPACT ON THE ECONOMY AND MANAGEMENT OF ECONOMIC ENTITIES

2021 ◽  
Vol 2 (4) ◽  
pp. 42-48
Author(s):  
S. V. ZAYTSEV ◽  
Keyword(s):  
European Union ◽  
Civil Society ◽  
European Commission ◽  
Value Added ◽  
The European Union ◽  
Value Added Tax ◽  
Short Term ◽  
Low Level ◽  
Digital Services ◽  
The Many

In March 2018 the European Commission presented a proposal to adopt a digital services tax (DST) on certain types of revenues of multinational digital Companies. The purpose of the digital services tax is to compensate in the short term for the low level of corporate taxation of these companies in the European Union and thus meet the urgent need of civil society for greater tax fairness. DST is presented as an indirect tax on turnover and is often compared to value-added tax (VAT). In this article, the author seeks to highlight the many differences that exist between the harmonized European Union VAT and the new DST. In addition, the author challenges the idea that the DST will actually be an indirect tax and, most importantly, that it will effectively increase tax justice in the European Union.

Turning Standardized Test Scores into a Tool for Improving Teaching and Learning

2000 ◽  
Vol 35 (3) ◽  
pp. 356-384 ◽  
Author(s):  
Jie-Qi Chen ◽  
Renee Salahuddin ◽  
Patricia Horsch ◽  
Suzanne L. Wagner
Keyword(s):  
Test Scores ◽  
Teaching And Learning ◽  
Standardized Test ◽  
Standardized Test Scores ◽  
Improving Teaching And Learning

scholarly journals Using Drama in EFL Classroom

2019 ◽  
Vol 5 (2) ◽  
pp. 125
Author(s):  
Luh Angelianawati
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Learning ◽  
Practical Guideline ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Research Findings ◽  
Potential Benefits ◽  
Efl Classrooms ◽  
The Many

Due to the many potential benefits and drama can offer in language learning, there has been a growing interest to use drama in ESL/EFL classrooms. However, the practice still causes many difficulties to both teachers and students due to several factors. This article reviews current theories and research findings on the use of drama in ESL/EFL teaching and learning to provide a better understanding of the use of drama to facilitate learning in EFL classrooms. It begins with current theories behind drama use in English learning. This section tries to clarify what drama is in the context of ESL/EFL, what benefits it offers, and what challenges teachers potentially meet. After that, the discussion focuses on a practical guideline for using drama in the classroom. It proceeds with a brief description of some useful drama techniques. The article ends by offering some concluding remarks.

scholarly journals PENINGKATAN PROFESIONALITAS GURU MELALUI KARYA TULIS ILMIAH DAN KARYA TULIS POPULER BAGI KELOMPOK KERJA GURU KELAS GUGUS JOKO TINGKIR KOTA SALATIGA

2019 ◽  
Vol 25 (1) ◽  
pp. 54
Author(s):  
Joko Sulianto ◽  
Muryantobroto Muryantobroto ◽  
Mei Fita Asri Untari ◽  
M. Arief Budiman ◽  
M. Yusuf Setia Wardana
Keyword(s):  
Mass Media ◽  
Teaching And Learning ◽  
Peace Education ◽  
Value Added ◽  
Scientific Work ◽  
International Media ◽  
National Journal ◽  
Scientific Papers ◽  
Political Security ◽  
Lack Of Knowledge

Kelompok Kerja Guru Kelas (KKG kelas) gugus Jokotingkir merupakan wadah bagi guru-guru di Kota Salatiga yang mempunyai permasalahan berupa kurangnya pengetahuan tentang penulisan karya ilmiah dan karya populer. Para guru masih kesulitan menuangkan ide idenya maupun pengalamanya saat kegiatan belajar mengajar dalam bahasa tulis. Padahal dalam pembelajaran pastinya setiap guru pasti menemukan sebuah masalah sekaligus menemukan cara memecahkan permasalahan tersebut yang bisa dijadikan sebuah karya tulis baik ilmiah maupun populer. Permasalahan berikutnya adalah kurangnya pengetahuan tentang cara publikasi ke mediamasa dan penyedia journal nasional maupun internasional. Melaui kegiatan PKM ini, tim Pengabdi UPGRIS akan memberikan workshop tentang penulisan karya ilmiah dan karya populer sekaligus pendampingan dalam sudmit ke jornal nasional dan media masa. Luaran kegiatan PKM ini meliputi a) artikel ilmiah yang dipublikasikan melalui Jurnal ber ISSN atau prosiding dari seminar nasional; b) publikasi pada media masa cetak/online/repocitory PT; c) peningkatan daya saing (peningkatan kualitas, kuantitas, serta nilai tambah barang, jasa, diversifikasi produk, atau sumber daya lainnya sesuai dengan jenis kegiatan yang diusulkan); d) peningkatan penerapan iptek di masyarakat (mekanisasi, IT, dan manajemen) e) perbaikan tata nilai masyarakat (seni budaya, sosial, politik, keamanan, ketentraman, pendidikan, kesehatan).Kata kunci: KKG Kelas, Gugus Jokotingkir, Karya Ilmiah.AbstractThe Class Teacher Working Group (KKG class) Jokotingkir group is a place for teachers in Salatiga City who have problems in the form of lack of knowledge about writing scientific papers and popular works. The teachers are still having trouble expressing their ideas and experiences when teaching and learning activities in written language. In fact, in learning, certainly every teacher must find a problem and find a way to solve the problem that can be used as a scientific and popular writing. The next problem is the lack of knowledge about how to publish to national and international media and journal providers. Through this PKM activity, the UPGRIS Service Team will provide workshops on the writing of scientific works and popular works as well as assistance in submission to the national journal and mass media. Outcomes of PKM activities include a) scientific articles published through ISSN journals or proceedings from national seminars; b) publication in mass media / online / PT repository; c) increasing competitiveness (increasing the quality, quantity and value added of goods, services, diversifying products, or other resources according to the type of activity proposed); d) improvement in the application of science and technology in society (mechanization, IT, and management) e) improvement of community values (cultural, social, political, security, peace, education, health).Keywords: Class KKG, Jokotingkir Cluster, Scientific Work.

scholarly journals Differentiating Military-Connected and Non-Military-Connected Students: Predictors of Graduation and SAT Score

2020 ◽  
Author(s):  
Ryan Shaun Baker ◽  
Andy Berning ◽  
Sujith M. Gowda
Keyword(s):  
At Risk ◽  
Risk Prediction ◽  
Early Warning ◽  
Student Outcomes ◽  
At Risk Students ◽  
Not Given ◽  
Students At Risk ◽  
The Many ◽  
Contemporary Practice ◽  
Core Part

At-risk prediction and early warning initiatives have become a core part of contemporary practice in American high schools, with the goal of identifying students at-risk of poorer outcomes, determining which factors are associated with these risks, and developing interventions to support at-risk students’ individual needs. However, efforts along these lines have typically ignored whether a student is military-connected or not. Given the many differences between military-connected students and other students, we investigate whether models developed for non-military-connected students still function effectively for military-connected students, studying the specific cases of graduation prediction and SAT score prediction. We then identify which variables are highly different in their connections to student outcomes, between populations.

scholarly journals Curriculum co-creation as a transformative strategy to address differential student outcomes: the example of Kingston University’s Student Curriculum Consultant Programme

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Annie Livingstone Hughes ◽  
Kamal Mohamad ◽  
Nona McDuff ◽  
Christina Michener
Keyword(s):  
Staff Development ◽  
Lived Experiences ◽  
Student Outcomes ◽  
Teaching And Learning ◽  
Virtual Learning Environment ◽  
Leadership Roles ◽  
Teaching Resources ◽  
Potential Barriers ◽  
Inclusive Curriculum ◽  
Curriculum Framework

This paper examines the role that curriculum co-creation can play in creating a more inclusive higher education and in so doing, address the complex challenge of differential student outcomes and attainment. It achieves this by exploring Kingston University’s Curriculum Consultant programme within this context of their Inclusive Curriculum Framework. Students who work as Curriculum Consultants use their own diverse lived experiences and Kingston University’s Inclusive Curriculum Framework (ICF) to collaborate with staff to create more accessible, diverse and globally relevant curricula at all levels of the institution. The consultants work with staff in a variety of ways, providing feedback on the Virtual Learning Environment (VLE) experience of individual modules, the inclusivity of teaching resources, and areas where the curriculum represents potential barriers to some groups of students. They also take leadership roles, participating in and facilitating staff development workshops focused on inclusive teaching and learning. This paper examines three instances of co-creation facilitated through the Curriculum Consultant programme. We argue that the Curriculum Consultant programme acts as a mechanism through which the institution can not only legitimate, but also actively endorse and encourage co-creation in order to create more inclusive curricula.

Sign in / Sign up

Export Citation Format

Share Document