Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists

 
 
 
 

Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists

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Title: Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists
Author: Lloyd, James Louis
Description: Although much has been written about the various value-added models from a statistical point of view, there is a considerable lack of literature related to the professional development implications of value-added once a particular model has been chosen. This study illuminates and describes some of the professional development implications related to Ohio's scale up of its educational value-added assessment system from the perspective of those responsible for teaching its implications to others at the local level – the District Value-Added Specialists. Six research questions were explored using a survey instrument that was developed by the researcher. The results were reviewed and discussed. The practical implications of instituting a value-added assessment model include using value-added data with other forms of data in order to improve instructional practices. Suggestions were provided specific to Ohio's value-added scale-up and its impact on educators.
Permanent Link: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1226675998
http://hdl.handle.net/2374.OX/108608
Date: 2008

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