Importance of Growth Models
EVAAS
As an upper grades teacher you are familiar with the value-added EVAAS scores that come out each fall, and that now will be reflected in standard 6 of your teacher evaluation. There are not any other growth measures that we use district or statewide to measure the growth of gifted students. While the value-added model is a start, in order to effectively measure the growth of AIG students, more work needs to be completed.
A main drawback to the EVAAS data is that it is based on current End-of-Grade (EOG) tests which do not extend beyond proficiency. This is a problem because EOG tests do not contain a significant number of items that gifted students find difficult, introducing more error to the scores of gifted students. It is also difficult for students to show growth on grade level assessments because without scoring that extends beyond proficiency, the tests cannot measure the actual ability level of the student. A fourth grade student scoring in the 99th percentile on the math EOG in both third and fourth grades has a mastery of at least third grade and fourth grade math concepts, but what about beyond these levels? This student may have had mastery of fourth grade and most fifth grade math skills at the end of third grade for all we know as long as grade level proficiency is the limit of scoring. Furthermore, the purpose of a value-added growth model is to attribute growth to an outside influence such as teacher or school. Gifted students are also prone to regression towards the mean, see above level testing tab for more information.
What you can do
An effective growth model takes scores from one year and uses these scores to predict scores for the following year with the expectation that students master and grow beyond grade level material. The difference between the predicted score and actual score represents each student's growth. Ideally, AIG students are evaluated on a growth model that uses above level testing.
As an upper grades teacher you can be sure to track the progress of your gifted students by collecting various types of assessment data throughout the year. This will help paint a picture of the student's growth that is not as easy for statistical models to measure because in-class assessment data is qualitative and quantitative.
Growth models for future planning
The field of gifted education has a lot to gain if effective growth models are used for AIG students. If a consistent, effective growth model is implemented for all gifted students then researchers will be able to consider and compare the growth of gifted students in different situations. For example, researchers would be able to see if students who are accelerated grow at a rate different from students who are not accelerated. Also, the difference (if any) in students who participate in self contained gifted learning classes, pull-out programs, and differentiation within the general education classroom. Looking at the data from effective, consistent growth models could significantly enhance the policies and practices of working with and educating gifted students.
As an upper grades teacher you are familiar with the value-added EVAAS scores that come out each fall, and that now will be reflected in standard 6 of your teacher evaluation. There are not any other growth measures that we use district or statewide to measure the growth of gifted students. While the value-added model is a start, in order to effectively measure the growth of AIG students, more work needs to be completed.
A main drawback to the EVAAS data is that it is based on current End-of-Grade (EOG) tests which do not extend beyond proficiency. This is a problem because EOG tests do not contain a significant number of items that gifted students find difficult, introducing more error to the scores of gifted students. It is also difficult for students to show growth on grade level assessments because without scoring that extends beyond proficiency, the tests cannot measure the actual ability level of the student. A fourth grade student scoring in the 99th percentile on the math EOG in both third and fourth grades has a mastery of at least third grade and fourth grade math concepts, but what about beyond these levels? This student may have had mastery of fourth grade and most fifth grade math skills at the end of third grade for all we know as long as grade level proficiency is the limit of scoring. Furthermore, the purpose of a value-added growth model is to attribute growth to an outside influence such as teacher or school. Gifted students are also prone to regression towards the mean, see above level testing tab for more information.
What you can do
An effective growth model takes scores from one year and uses these scores to predict scores for the following year with the expectation that students master and grow beyond grade level material. The difference between the predicted score and actual score represents each student's growth. Ideally, AIG students are evaluated on a growth model that uses above level testing.
As an upper grades teacher you can be sure to track the progress of your gifted students by collecting various types of assessment data throughout the year. This will help paint a picture of the student's growth that is not as easy for statistical models to measure because in-class assessment data is qualitative and quantitative.
Growth models for future planning
The field of gifted education has a lot to gain if effective growth models are used for AIG students. If a consistent, effective growth model is implemented for all gifted students then researchers will be able to consider and compare the growth of gifted students in different situations. For example, researchers would be able to see if students who are accelerated grow at a rate different from students who are not accelerated. Also, the difference (if any) in students who participate in self contained gifted learning classes, pull-out programs, and differentiation within the general education classroom. Looking at the data from effective, consistent growth models could significantly enhance the policies and practices of working with and educating gifted students.