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Intent and Enactment: Writing in Mathematics for Conceptual Understanding
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Nachowitz, Marc – Investigations in Mathematics Learning, 2019
Using a national sample of students' writing from the National Study of Writing Instruction, this study examines the current state of writing in the mathematics classroom and the extent to which enactments align with the intentions established in the research base and curricula articulated by NCTM and the CCSS-M. Over 3,000 writing assignments…
Descriptors: Content Area Writing, Mathematics, Grade 6, Grade 8
What Do Mathematics Achievement Examinations Assess? A Critical Item Analysis
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Manouchehri, Azita; Yao, Xiangquan; Fleming, Ali; Gomez, Monelle – Athens Journal of Education, 2016
In this work we examined the content of approximately 950 mathematics questions used in measuring achievement among 4th, 5th and 6th graders in the US in an attempt to determine how the current standardized examinations, which were developed to reflect new national curricular mandates, compared to the old measures used for the same purpose. Using…
Descriptors: Mathematics Achievement, Mathematics Instruction, Mathematics Tests, Item Analysis
A Comparison of Teacher Effectiveness Measures Calculated Using Three Multilevel Models for Raters Effects
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Murphy, Daniel L.; Beretvas, S. Natasha – Applied Measurement in Education, 2015
This study examines the use of cross-classified random effects models (CCrem) and cross-classified multiple membership random effects models (CCMMrem) to model rater bias and estimate teacher effectiveness. Effect estimates are compared using CTT versus item response theory (IRT) scaling methods and three models (i.e., conventional multilevel…
Descriptors: Teacher Effectiveness, Comparative Analysis, Hierarchical Linear Modeling, Test Theory
Examining Teacher Effectiveness Using Classroom Observation Scores: Evidence from the Randomization of Teachers to Students
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Garrett, Rachel; Steinberg, Matthew P. – Educational Evaluation and Policy Analysis, 2015
Despite policy efforts to encourage multiple measures of performance in newly developing teacher evaluation systems, practical constraints often result in evaluations based predominantly on formal classroom observations. Yet there is limited knowledge of how these observational measures relate to student achievement. This article leverages the…
Descriptors: Teacher Effectiveness, Classroom Observation Techniques, Evidence, Teacher Evaluation
The Test Matters: The Relationship between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment
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Grossman, Pam; Cohen, Julie; Ronfeldt, Matthew; Brown, Lindsay – Educational Researcher, 2014
In this study, we examined how the relationships between one observation protocol, the Protocol for Language Arts Teaching Observation (PLATO), and value-added measures shift when different tests are used to assess student achievement. Using data from the Measures of Effective Teaching Project, we found that PLATO was more strongly related to the…
Descriptors: Classroom Observation Techniques, Scores, Language Arts, Academic Achievement
Kids2College: Getting Students to Think about Their Future
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National Middle School Association (NJ3), 2007
A sixth grade class is asked: "When should you start thinking about and planning for college?" Most students answer with "tenth or eleventh grade," but invariably some brave soul raises a hand and tentatively responds with more of a question than an answer: "Now?" Yes, now. In 1992, Sallie Mae, the nation's largest…
Descriptors: Middle School Students, Grade 6, Careers, Study Skills