2. Learning Objectives
• Identify varying approaches to assess
the performance of K-12 students
• Comprehend mechanisms for
assessing educational leaders
• Engage with issues associated with
evaluating school effectiveness
• Comprehend value-added
performance measures
• Utilize national and international
perspectives on educational
performance
3. National and International
Assessments of Education
Performance
• The National Assessment of
Educational Progress (NAEP): The
Nations Report Card
• Grades 4, 8 and 12
• Conducted every two years
4. National and International
Assessments of Education
Performance
• Trends in International Mathematics
and Science Study (TIMSS)
• Grades 4 and 8
• Conducted every four years
5. Assessing School Level
Performance
• Time: A year’s worth of growth vs.
several years of performance data
• Subjects Tested: Math and
ELA…Science on the horizon?
9. Assessment of Leadership
Performance
• American Association of School
Administrators (AASA)
– Seven competencies
– All future efforts to develop standards
for administrators are based on the
seven competencies
10. Assessment of Leadership
Performance
• Interstate School Leaders Licensure
Consortium (ISLLC)
– National Standards
– Seven guiding principles
– Further developed six standards
– Another initiative of the ISLLC group is
the Collaborative Professional
Development Process for School
Leaders
11. Assessment of Leadership
Performance
• Assessing the Performance of
School Leaders
– In 2002, The Educational Testing
Service (ETS) built a framework that
created rubrics based on the ISLLC
standards that include four themes
12. Assessment of Leadership
Performance
• Assessing the Performance of
School Leaders
– In 2004, Douglas Reeves designed the
Multidimensional Leadership
Assessment, a standards-based system
based on performance-rating scales
covering ten dimensions of leadership
behavior
13. Assessment of Leadership
Performance
• Assessing the Performance of
School Leaders
– Researchers Peabody College of
Vanderbilt University, created a
framework for assessing learning-
centered leadership entitled
Vanderbilt Assessment of Leadership
in Education (VAL-Ed)
– Formative and Summative evaluation
of leadership behaviors
14. Assessing the Performance
of Students
• The No Child Left Behind(NCLB) Act
requires testing for all students in
grades three through eight in
reading and math as well as three
grades in science to make Adequate
Yearly Progress (AYP)
• All students will be proficient by
2014
15. Assessing the Performance
of Students
• Types of Student Assessment
– Formative
– Summative
– Standardized
– Nonstandardized
– Norm-referenced
– Criterion-referenced
16. Assessing the Performance
of Students
• Formative Assessment
– Frequent and ongoing
– Used provide timely and effective
feedback
– Occurs during the learning, or as the
learner is “forming” the knowledge
– Homework, quizzes, class work,
observation and conversation
– Allows for adjustments of instruction
17. Assessing the Performance
of Students
• Summative Assessment
– Used to determine what a students
know after the learning, or when the
student can “sum up” the knowledge
they have gained
– Can be standardized or
nonstandardized
18. Assessing the Performance
of Students
• Standardized Assessment
– Usually developed by a team of
content and testing specialists
– Created to reduce errors in testing
situations
– Avoid item bias
– Students tested at the same time,
using the same method and similar
environment
– Used to compare students to criteria
or a representative group of students
19. Assessing the Performance
of Students
• Norm-Referenced Test
– Purpose to give student performance
scores that can be compared and
ranked with a sample of the target
population or socioeconomic or racial
group
– Scores reported as percentile ranks,
national stanines, normal curve,
standard scores and scale scores
20. Assessing the Performance
of Students
• Criterion-Referenced Test
– Used to determine what learning
objectives have been mastered by a
student
– Test items are not designed to
distribute students across a normal
curve, designed to assess individual
mastery
– Constructed by classroom, school,
district, state and national levels
21. Assessing the Performance
of Students
• Nonstandardized Assessments
– Formative and Summative assessment
of student mastery, curricular
objectives, and content
– Can be assessments of and for
learning
– Important for data-based decision
making
