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- All Subjects: Educational evaluation
- All Subjects: Evaluation
- Creators: Amrein-Beardsley, Audrey
- Creators: Ewbank, Ann
- Status: Published
Description
This study examined the intended and unintended consequences associated with the Education Value-Added Assessment System (EVAAS) as perceived and experienced by teachers in the Houston Independent School District (HISD). To evaluate teacher effectiveness, HISD is using EVAAS for high-stakes consequences more than any other district or state in the country. A large-scale electronic survey was used to investigate the model's reliability and validity; to determine whether teachers used the EVAAS data in formative ways as intended; to gather teachers' opinions on EVAAS's claimed benefits and statements; and to understand the unintended consequences that occurred as a result of EVAAS use in HISD. Mixed methods data collection and analyses were used to present the findings in user-friendly ways, particularly when using the words and experiences of the teachers themselves. Results revealed that the reliability of the EVAAS model produced split and inconsistent results among teacher participants, and teachers indicated that students biased the EVAAS results. The majority of teachers did not report similar EVAAS and principal observation scores, reducing the criterion-related validity of both measures of teacher quality. Teachers revealed discrepancies in the distribution of EVAAS reports, the awareness of trainings offered, and among principals' understanding of EVAAS across the district. This resulted in an underwhelming number of teachers who reportedly used EVAAS data for formative purposes. Teachers disagreed with EVAAS marketing claims, implying the majority did not believe EVAAS worked as intended and promoted. Additionally, many unintended consequences associated with the high-stakes use of EVAAS emerged through teachers' responses, which revealed among others that teachers felt heightened pressure and competition, which reduced morale and collaboration, and encouraged cheating or teaching to the test in attempt to raise EVAAS scores. This study is one of the first to investigate how the EVAAS model works in practice and provides a glimpse of whether value-added models might produce desired outcomes and encourage best teacher practices. This is information of which policymakers, researchers, and districts should be aware and consider when implementing the EVAAS, or any value-added model for teacher evaluation, as many of the reported issues are not specific to the EVAAS model.
ContributorsCollins, Clarin (Author) / Amrein-Beardsley, Audrey (Thesis advisor) / Berliner, David C. (Committee member) / Fischman, Gustavo E (Committee member) / Arizona State University (Publisher)
Created2012
Description
Choropleth maps are a common form of online cartographic visualization. They reveal patterns in spatial distributions of a variable by associating colors with data values measured at areal units. Although this capability of pattern revelation has popularized the use of choropleth maps, existing methods for their online delivery are limited in supporting dynamic map generation from large areal data. This limitation has become increasingly problematic in online choropleth mapping as access to small area statistics, such as high-resolution census data and real-time aggregates of geospatial data streams, has never been easier due to advances in geospatial web technologies. The current literature shows that the challenge of large areal data can be mitigated through tiled maps where pre-processed map data are hierarchically partitioned into tiny rectangular images or map chunks for efficient data transmission. Various approaches have emerged lately to enable this tile-based choropleth mapping, yet little empirical evidence exists on their ability to handle spatial data with large numbers of areal units, thus complicating technical decision making in the development of online choropleth mapping applications. To fill this knowledge gap, this dissertation study conducts a scalability evaluation of three tile-based methods discussed in the literature: raster, scalable vector graphics (SVG), and HTML5 Canvas. For the evaluation, the study develops two test applications, generates map tiles from five different boundaries of the United States, and measures the response times of the applications under multiple test operations. While specific to the experimental setups of the study, the evaluation results show that the raster method scales better across various types of user interaction than the other methods. Empirical evidence also points to the superior scalability of Canvas to SVG in dynamic rendering of vector tiles, but not necessarily for partial updates of the tiles. These findings indicate that the raster method is better suited for dynamic choropleth rendering from large areal data, while Canvas would be more suitable than SVG when such rendering frequently involves complete updates of vector shapes.
ContributorsHwang, Myunghwa (Author) / Anselin, Luc (Thesis advisor) / Rey, Sergio J. (Committee member) / Wentz, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2013
Description
ABSTRACT Education policymakers at the national level have initiated reforms in K-12 education for that past several years that have focused on teacher quality and teacher evaluation. More recently, reforms have included legislation that focuses on administrator quality as well. Included in far-reaching recent legislation in Arizona is a requirement that administrators be evaluated on a standards-based evaluation system that is linked to student outcomes. The end result is an annual summative measure of administrator effectiveness that impacts job retention. Because of this, Arizona administrators have become concerned about rapidly becoming proficient in the new evaluation systems. Administrators rarely have the explicit professional development opportunities they need to collaborate on a shared understanding of these new evaluation systems. This action research study focused on a group of eight administrators in a small urban district grappling with a new, complex, and high-stakes administrator evaluation that is a component of an all-encompassing Teacher Incentive Fund Grant. An existing professional learning time was engaged to assist administrators in lessening their concerns and increasing their understanding and use of the evaluation instrument. Activities were designed to engage the administrators in dynamic, contextualized learning. Participants interacted in a group to interpret the meaning of the evaluation instrument share practical knowledge and support each other's acquisition understanding. Data were gathered with mixed methods. Administrators were given pre-and post-surveys prior to and immediately after this six-week innovation. Formal and informal interviews were conduct throughout the innovation. Additionally, detailed records in the form of meeting records and a researcher journal were kept. Qualitative and quantitative data were triangulated to validate findings. Results identified concerns and understanding of administrators as they attempted to come to a shared understanding of the new evaluation instrument. As a result of learning together, their concerns about the use of the instrument lessened. Other concerns however, remained or increased. Administrators found the process of the Administrator Learning Community valuable and felt their understanding and use of the instrument had increased. Intense concerns about the competing priorities and initiatives led to the administrators to consider a reevaluation of the competing initiatives. Implications from this study can be used to help other administrators and professional development facilitators grappling with common concerns.
ContributorsEsmont, Leah W (Author) / Wetzel, Keith (Thesis advisor) / Ewbank, Ann (Thesis advisor) / McNeil, David (Committee member) / Arizona State University (Publisher)
Created2014
Description
ABSTRACT
This study examines validity evidence of a state policy-directed teacher evaluation system implemented in Arizona during school year 2012-2013. The purpose was to evaluate the warrant for making high stakes, consequential judgments of teacher competence based on value-added (VAM) estimates of instructional impact and observations of professional practice (PP). The research also explores educator influence (voice) in evaluation design and the role information brokers have in local decision making. Findings are situated in an evidentiary and policy context at both the LEA and state policy levels.
The study employs a single-phase, concurrent, mixed-methods research design triangulating multiple sources of qualitative and quantitative evidence onto a single (unified) validation construct: Teacher Instructional Quality. It focuses on assessing the characteristics of metrics used to construct quantitative ratings of instructional competence and the alignment of stakeholder perspectives to facets implicit in the evaluation framework. Validity examinations include assembly of criterion, content, reliability, consequential and construct articulation evidences. Perceptual perspectives were obtained from teachers, principals, district leadership, and state policy decision makers. Data for this study came from a large suburban public school district in metropolitan Phoenix, Arizona.
Study findings suggest that the evaluation framework is insufficient for supporting high stakes, consequential inferences of teacher instructional quality. This is based, in part on the following: (1) Weak associations between VAM and PP metrics; (2) Unstable VAM measures across time and between tested content areas; (3) Less than adequate scale reliabilities; (4) Lack of coherence between theorized and empirical PP factor structures; (5) Omission/underrepresentation of important instructional attributes/effects; (6) Stakeholder concerns over rater consistency, bias, and the inability of test scores to adequately represent instructional competence; (7) Negative sentiments regarding the system's ability to improve instructional competence and/or student learning; (8) Concerns regarding unintended consequences including increased stress, lower morale, harm to professional identity, and restricted learning opportunities; and (9) The general lack of empowerment and educator exclusion from the decision making process. Study findings also highlight the value of information brokers in policy decision making and the importance of having access to unbiased empirical information during the design and implementation phases of important change initiatives.
This study examines validity evidence of a state policy-directed teacher evaluation system implemented in Arizona during school year 2012-2013. The purpose was to evaluate the warrant for making high stakes, consequential judgments of teacher competence based on value-added (VAM) estimates of instructional impact and observations of professional practice (PP). The research also explores educator influence (voice) in evaluation design and the role information brokers have in local decision making. Findings are situated in an evidentiary and policy context at both the LEA and state policy levels.
The study employs a single-phase, concurrent, mixed-methods research design triangulating multiple sources of qualitative and quantitative evidence onto a single (unified) validation construct: Teacher Instructional Quality. It focuses on assessing the characteristics of metrics used to construct quantitative ratings of instructional competence and the alignment of stakeholder perspectives to facets implicit in the evaluation framework. Validity examinations include assembly of criterion, content, reliability, consequential and construct articulation evidences. Perceptual perspectives were obtained from teachers, principals, district leadership, and state policy decision makers. Data for this study came from a large suburban public school district in metropolitan Phoenix, Arizona.
Study findings suggest that the evaluation framework is insufficient for supporting high stakes, consequential inferences of teacher instructional quality. This is based, in part on the following: (1) Weak associations between VAM and PP metrics; (2) Unstable VAM measures across time and between tested content areas; (3) Less than adequate scale reliabilities; (4) Lack of coherence between theorized and empirical PP factor structures; (5) Omission/underrepresentation of important instructional attributes/effects; (6) Stakeholder concerns over rater consistency, bias, and the inability of test scores to adequately represent instructional competence; (7) Negative sentiments regarding the system's ability to improve instructional competence and/or student learning; (8) Concerns regarding unintended consequences including increased stress, lower morale, harm to professional identity, and restricted learning opportunities; and (9) The general lack of empowerment and educator exclusion from the decision making process. Study findings also highlight the value of information brokers in policy decision making and the importance of having access to unbiased empirical information during the design and implementation phases of important change initiatives.
ContributorsSloat, Edward F. (Author) / Wetzel, Keith (Thesis advisor) / Amrein-Beardsley, Audrey (Thesis advisor) / Ewbank, Ann (Committee member) / Shough, Lori (Committee member) / Arizona State University (Publisher)
Created2015
Description
There is a serious need for early childhood intervention practices for children who are living at or below the poverty line. Since 1965 Head Start has provided a federally funded, free preschool program for children in this population. The City of Phoenix Head Start program consists of nine delegate agencies, seven of which reside in school districts. These agencies are currently not conducting local longitudinal evaluations of their preschool graduates. The purpose of this study was to recommend initial steps the City of Phoenix grantee and the delegate agencies can take to begin a longitudinal evaluation process of their Head Start programs. Seven City of Phoenix Head Start agency directors were interviewed. These interviews provided information about the attitudes of the directors when considering longitudinal evaluations and how Head Start already evaluates their programs through internal assessments. The researcher also took notes on the Third Grade Follow-Up to the Head Start Executive Summary in order to make recommendations to the City of Phoenix Head Start programs about the best practices for longitudinal student evaluations.
ContributorsArmfield, Jessica Ann (Author) / Duggan, Mary Anne (Thesis director) / Dumka, Larry (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-05