Examining the Dual Purpose Use of Student Learning Objectives for Classroom Assessment and Teacher Evaluation.
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| Title: | Examining the Dual Purpose Use of Student Learning Objectives for Classroom Assessment and Teacher Evaluation. |
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| Authors: | Briggs, Derek C.1 (AUTHOR) derek.briggs@colorado.edu, Chattergoon, Rajendra1 (AUTHOR), Burkhardt, Amy1 (AUTHOR) amy.burkhardt@colorado.edu |
| Source: | Journal of Educational Measurement. Dec2019, Vol. 56 Issue 4, p686-714. 29p. |
| Subject Terms: | *Teacher evaluation, *Urban schools, *School districts, *Students, *Teachers |
| Abstract: | The process of setting and evaluating student learning objectives (SLOs) has become increasingly popular as an example where classroom assessment is intended to fulfill the dual purpose use of informing instruction and holding teachers accountable. A concern is that the high‐stakes purpose may lead to distortions in the inferences about students and teachers that SLOs can support. This concern is explored in the present study by contrasting student SLO scores in a large urban school district to performance on a common objective external criterion. This external criterion is used to evaluate the extent to which student growth scores appear to be inflated. Using 2 years of data, growth comparisons are also made at the teacher level for teachers who submit SLOs and have students that take the state‐administered large‐scale assessment. Although they do show similar relationships with demographic covariates and have the same degree of stability across years, the two different measures of growth are weakly correlated. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Educational Measurement is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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