Ever tried to understand value-added modeling but found the jargon incomprehensible?
You are not alone.
Most people have had that experience.
Here is the clearest explanation I have seen.
It makes perfect sense.
Ever tried to understand value-added modeling but found the jargon incomprehensible?
You are not alone.
Most people have had that experience.
Here is the clearest explanation I have seen.
It makes perfect sense.
Touché Diane!
Value Addled Measures
Or we could just call it what it is-Bullshit!
Sadly, education has been looking more and more like a Dilbert cartoon for the last twenty years.
Here’s a good example — in any public school in America with a sizable ESL population, NCLB demanded (and still demands!) continuous growth from the ESL cohort while simultaneously removing the top performers from the ESL cohort (via mainstreaming) and continually adding low performers who entered the system.
That’s it. You don’t have to change anything about it to make it into a Dilbert cartoon.
Ron Poirier: I have worked with ELL students. You very brief explanation is spot on.
As you so aptly put it, the [literally] most successful teachers and TAs will be mathematically the most vulnerable to be labeled as ineffective because the ‘best’ performers will keep being lost to the count while the ‘worst’ performers will continually be refreshed and/or added to.
You can’t win for losing. In other words, the punitive effects of VAManiacal approaches to teaching are a feature, not a bug, of their very nature.
What Ron said.
He speaks true.
When I read this Sunday, I immediately thought of teacher evaluations. At least this point-haired boss is being honest.
Been there, experienced that.
Just about every time I attend a legislative hearing on some education “reform” initiative or another, past Dilbert strips keep coming to mind. Glad I’m not alone!