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VIM, VAM, VOOM

2/13/2014

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Read an interesting study about three different approaches to using the popular Value-Added-Models or (VAM) today that are being used for grading schools and providing high-stakes evaluation for teachers and school leaders. The only problem with the concept of any of these VAM machinations is that they assume that whatever assessment they are adding value too can accurately judge instructional quality. There is no such evidence to support this assumption. My grade school Algebra I teacher taught me never to ASSUME. Thank you Mr. Weber, that lesson has served me well most of my life!

What do you think about the concept of Value-Added and what evidence might you be aware of supporting that the achievement or aptitude tests that most states have chosen are able to make valid inferences about whether or not kids have been well taught or not?

Is anyone talking about this in your state?
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    As a professional educator, BR spent nearly 20 years as a teacher, coach, assistant principal and supervising principal in the K-12 schools in Mississippi. Recognized by the state department of education as the State Administrator of the Year in 2010 because of increased student achievement, BR decided that he would begin traveling the nation sharing the effective practices his school used to improve student achievement. BR seeks to provide world-class service to educators across the world while helping to improve and impact education one child, one school, and one district at a time.

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