Tennessee ValueAdded Assessment System

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Tennessee Value-Added Assessment System

• CCSSO
• November 15-16, 2004
• Washington, DC

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History

• Required by state statute in 1992
• Used statistical methodology developed in the
  50s but the first time it was applied to an
  educational problem
• Dr. William L. Sanders and his colleagues at the
  University of Tennessee
• First study, Knox County, early 80s
• Published in open literature--

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Conceptual Understanding

• Follow the progress of an individual child over
  time
• Aggregate the progress for a population of
  students
• All students count

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Value-Added for Accountability

• Value-added measures the influence of schooling
  on student progress
• District
• School
• Teacher

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The TVAAS Model

• Real world data
• Some students have missing scores
• Some tests are not reported on the same scale
• Most precise, reliable estimates
• Include all students, even those with missing
  scores
• Scores for up to five years on the same student
• Analyzes all subjects simultaneously
• Accommodates test results reported on different
  scales

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Value-Added Tells You

• Does your curriculum fit your students?
• Do your instructional strategies work?
• Do all students have an opportunity for growth?

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Value-Added for Diagnostic Use

• Do your students at all achievement levels make
  progress?

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Does growth in a single year really matter?
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Narrow curricular focus can cause a pattern like
this.
?
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Student Strategies

• Identify at-risk students
• Identify students who should excel...maybe even
  beyond their assigned grade
• Apply resources based on student need
• Be gender, color, and economic blind while you
  focus on individual students and what they need
  academically

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Step by Step

• Select Custom Student Report

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Custom Student Report

• Administrative reporting function that allows
  the user to
• Access students demographics
• Access students probabilities for success in
  future years
• Link to the historical data for each student
  identified in your search

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Student Prediction

• Answers the questionhow will a student perform
  on a subsequent test if he or she has an average
  Tennessee schooling experience?
• The prediction takes into account all of the
  previous testing history of the student in all
  subjects, minimizing the error in a single score.

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Custom Student Report
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Custom Student Report
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Custom Student Report
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Custom Student Report, Performance Level

• Select Grade/Subject/Performance Level according
  to your interest

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Select Probability Range to Answer Your Question

• Select higher ranges to identify students with a
  good probability of passing.
• Note if a student has a high probability for
  passing a test, the student may be at-risk if the
  school fails to recognize his or previous
  achievement.

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Example of Higher Ranges
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Hispanic Students with High Gateway Algebra
Probabilities
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Example of Lower Ranges

• If a student has a low probability for passing a
  test, the student is at-risk for failing.
• Note something below 50 for the upper limit
  would be acceptable for identifying students with
  lower ranges

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Lower Range Probabilities
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Hispanic Students with Low Probabilities for
Success on Gateway Algebra
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Assign Students to Teachers
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With the Custom Student Report, Principals may

• Assign students to teachers
• Determine students who need special tutoring
• Determine AYP subgroup students who will suffer
  if held back at a slower pace
• Select students for Algebra I versus Math
  Foundations

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For Guidance Counselors

• Its never too early to plan for the future
• Whether students immediate goal is passing CRTs
  or not
• Look beyond the current year to graduation and
  college

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Teachers

• See their students historical testing
  information
• See their students predictions to subsequent
  proficiency levels

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P R O G R E S S