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Some of the content found in these Value-Added modules is based on data from 2005. Updated content will be available this spring.
Introducing Ohio Teachers, School Leaders, and Higher Education Faculty to Value-Added Measures
This project is being led by the Ohio Board of Regents, the Ohio Department of Education, and Ohio higher education Deans to coordinate with the introduction of a new accountability measure, "value-added progress," to Ohio's P-12 schools. Ohio legislators added value-added progress measures as a fourth component of Ohio's accountability system, to measure school support for students' growth over a period of time. The term "value-added" refers to a growth model used to analyze student assessment results in such a way as to determine the "value" that a school contributes to a student's learning progress during a particular time period.
Several concurrent efforts are moving forward in coordination to help ensure that the new value-added measures are introduced to P-12 schools across the state in a way that will be most likely to benefit students, teachers, and school leaders. These modules are part of this comprehensive effort.
The ways in which value-added measures are being introduced and supported state-wide include:
- Inclusion of value-added use in the new Ohio Educator Standards for the preparation of teachers, school principals, and for quality P-12 professional development.
- Professional development training and resources for P-12 faculty and staff through the Ohio Department of Education and the Battelle for Kids organization.
- The modification of P-12 school and district "report cards" as well as higher education program expectations to include value-added progress measures.
- The development of these "Value-Added Modules" for use by higher education faculty who are preparing teachers and school leaders at the undergraduate and graduate level.
We hope that you will find these Value-Added Modules to be a useful resource. There are three modules, each designed to build on the Module preceding.
| Module 1: |
Introduction to Value-Added Measures |
| Module 2: |
Using Value-Added Measures to Support Teaching and Learning (Implications for Practice and Policy) |
| Module 3: |
Conceptual and Technical Background |
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Table of Contents
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Module One
Module 1 is designed to help anyone interested in student achievement, school performance, and accountability to gain a better understanding of the various assessment and data systems in Ohio. Some of these have been around for a while, and some are new, such as "value-added" approaches to interpreting student test results.
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Module Two
Module 2 focuses in greater detail on making use of the knowledge gained from assessments and analysis of assessment results—especially value-added analysis—to making decisions in the classroom, school, and community that will better support the learning of every student. Every adult in a school shares some responsibility for helping to lead students to success in learning. Because of this, we discuss how teachers, administrators, and other staff all need to understand the information that is collected about student progress so that good choices can be made.
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Module Three
Module 3 is designed as a foundation for in-depth further study of the concepts and technical aspects (computing and statistics) behind value-added and growth model approaches to analyzing student, teacher, and school performance. These are fairly new approaches, and as such there are many fascinating issues to explore related to how best to apply and further develop them. This Module is designed for more advanced students planning on conducting research related to value-added models, district or school research directors interested in more detailed background, and higher education faculty teaching assessment and evaluation courses or working with value-added models and policy.
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Case Studies & Activities
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Resources |
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Glossary
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FAQ
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Feedback
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