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Value-added modeling (also known as value-added measurement, value-added analysis and value-added assessment) is a method of teacher evaluation that measures the teacher's contribution in a given year by comparing the current test scores of their students to the scores of those same students in previous school years, as well as to the scores of other students in the same grade.
In an educational setting, a formative assessment might be a teacher (or peer) or the learner (e.g., through a self-assessment [11] [12]), providing feedback on a student's work and would not necessarily be used for grading purposes. Formative assessments can take the form of diagnostic, standardized tests, quizzes, oral questions, or draft work.
The incorporation of classroom assessment techniques is an age-old concept which teachers have been using and practicing for years. Whether a teacher uses a technique learned in training, or simply a strategy conjured up on their own, teachers need to know if their methods are successful and many feel that the desire to understand students' comprehension is instinctive.
Course evaluation instruments generally include variables such as communication skills, organizational skills, enthusiasm, flexibility, attitude toward the student, teacher – student interaction, encouragement of the student, knowledge of the subject, clarity of presentation, course difficulty, fairness of grading and exams, and global student rating.
The ASEBA was created by Thomas Achenbach in 1966 as a response to the Diagnostic and Statistical Manual of Mental Disorders (DSM-I). [3] This first edition of the DSM contained information on only 60 disorders; the only two childhood disorders considered were Adjustment Reaction of Childhood and Schizophrenic Reaction, Childhood Type.
Educator effectiveness is a method used in the K-12 school system that uses multiple measures of assessments including classroom observations, student work samples, assessment scores and teacher artifacts, to determine the impact a particular teacher has on student's learning outcomes.
A concept inventory is a criterion-referenced test designed to help determine whether a student has an accurate working knowledge of a specific set of concepts. Historically, concept inventories have been in the form of multiple-choice tests in order to aid interpretability and facilitate administration in large classes.
Summative assessment can be used to refer to assessment of educational faculty by their respective supervisor with the aim of measuring all teachers on the same criteria to determine the level of their performance. In this context, summative assessment is meant to meet the school or district's needs for teachers' accountability.