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Tag » evaluation- 1/1/08 - Goe, E., Bell, C., Little, O.
This research synthesis examines how teacher effectiveness is currently measured and provides practical guidance for how best to evaluate teacher effectiveness. It evaluates the research on teacher effectiveness and the different instruments used to measure it. In addition, it defines the components and indicators that characterize effective teachers, extending this definition beyond teachers' contribution to student achievement gains to include how teachers impact classrooms, schools, and... - 1/1/09 - Julia Coffman
A User's Guide to Advocacy Evaluation Planning was developed for advocates, evaluators, and funders who want guidance on how to evaluate advocacy and policy change efforts. This tool takes users through four basic steps that generate the core elements of an advocacy evaluation plan, including what will be measured and how. The tool helps users: Identify how the evaluation will be used and who will use it to ensure the evaluation delivers the right kind of information when it is needed; Map... - 12/10/08 - Rumberger, R.
For society as a whole, helping youth stay in and complete high school is a worthwhile objective. To enable schools across America to achieve this objective, practical recommendations and strategies based upon the best research evidence available are necessary. In September 2008, the Institute of Education Sciences (IES) National Center for Education Evaluation and Regional Assistance’s released a practice guide entitled “Dropout Prevention.” Relying heavily on research studies that... - 1/1/06 - Jane Cooley
"Understanding peer effects is critical to evaluating the impact of de facto public school segregation on the achievement of white and nonwhite students. Using a unique panel data set of North Carolina public elementary school students, I estimate a model of achievement production that incorporates heterogeneous responses by students at different points of the achievement distribution, while also allowing for peer spillovers to vary across races and for the formation of different race-based... - 1/1/07 - Gersten, R., , Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P. , Scarcella, R.
This practice guide, from the Institute of Education Sciences (IES) National Center for Education Evaluation and Regional Assistance, formulates evidence-based recommendations for teaching literacy to English Language Leaners (ELLs) in the elementary grades based on the current body of studies for each area. The authors evaluated the effect sizes of interventions to measure their impact on programs and practices. The recommendations involve areas such as curriculum selection, sensible... - 1/1/09 - Jean Baldwin Grossman
This methodological brief is designed to provide both program operators and researchers with practical advice about how to assess a program's implementation and impact. Adapted from an article that first appeared in The Handbook of Youth Mentoring (DuBois and Karcher, ed. 2005), the brief focuses on the evaluation of mentoring programs, but the lessons and insights provided are broadly applicable to various kinds of social programs. - 1/1/09 - Goe, E., Croft, A.
This brief is intended to help regional centers and state policymakers as they consider evaluation methods to clarify policy, develop new strategies, identify effective teachers, or guide and support districts in selecting and using appropriate evaluation methods for various purposes. - 1/1/08 - Maria Adelaida Restrepo
English and children who are bilingual need to be evaluated in their native language or the languages that they speak. When children are evaluated only in one of the languages, or in the language in which they are least proficient, such as English for English Language Learners (ELLs), they are often misdiagnosed with speech and language problems when they do not exist, or the nature of the child’s difficulty is not determined accurately (Artiles, Rueda, Salazar, & Higareda, 2005). Some... - 1/1/08 - Peter Z. Schochet
Presents guidelines for education researchers that address the multiple comparisons problem in impact evaluations in the education area. The problem occurs due to the large number of hypothesis tests that are typically conducted across outcomes and subgroups in evaluation studies, which can lead to spurious significant impact findings. - 1/1/06 - National Center for Technology Innovation,, Center for Implementing Technology in Education,
Evaluations are a key step in the process of linking individuals to assistive technology, yet often can be varied. This information brief provides a basic introduction to how AT tool kits aim to standardize the process of AT evaluation and to the four models of assistive technology evaluations. - 1/1/07 - National Secondary Transition Technical Asssistance Center,
The Checklist provides a set of questions that states can use to evaluate the quality of their APR response to Indicator 13. - 1/1/06 - Johnstone, C. , Altman, J., Thurlow, M.
The purpose of this guide is to provide states with strategies for designing tests from the very beginning, through conceptualization and item construction, field-testing, item reviews, statewide operationalization, and evaluation. The objective is to create tests that present an accurate measure of the knowledge and skills of the diverse population of students enrolled in today’s public schools. - 1/1/08 - National Dropout Prevention Center for Students with Disabilities,
This report summarizes the NDPC-SD’s findings for Indicator 2 across the 50 states, commonwealths and territories, and the Bureau of Indian Education (BIE), for a total of 60 agencies. For the sake of convenience, in this report the term “states” is inclusive of the 50 states, the commonwealths, and the territories, as well as the BIE. The evaluation and comparison of dropout rates for the states was confounded by several issues, which are described in the context of the summary... - 1/1/08 - National Dropout Prevention Center for Students with Disabilities,
This report summarizes the NDPC-SD’s findings for Indicator 1 across the 50 states, commonwealths and territories, and the Bureau of Indian Education (BIE), for a total of 60 agencies. For the sake of convenience, in this report the term “states” is inclusive of the 50 states, the commonwealths, and the territories, as well as the BIE. The evaluation and comparison of graduation rates for the states was confounded by several issues, which are described in the context of the summary... - Colorín Colorado,
A free web-based, bilingual service that provides information, activities, and advice for educators and Spanish-speaking families of English language learners.Also includes information about accommodations and evaluation, informal assessment, standards-based writing, bilingual parent tips about testing, recommended guides and research, and a webcast. - Assessment and Accountability Comprehensive Center,
The Data Use for Continuous Quality Improvement web site is a part of the Assessment and Accountability Comprehensive Center and provides resources for states to help them reach No Child Left Behind goals. The website was created and is regularly updated by the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) in partnership with WestEd, and supported by the United States Department of Education.
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