West Virginia Department of Education Vickie Monacky, Coordinator of Gifted Programs Office of Special Education Capitol Complex Building 6, Room 304 Charleston, WV 25305 (304) 558-2696 vmohnack@access.k12.wv.us Value-- Added Assessment The No Children Left Behind Act (NCLB) of 2001 created a federal mandate for accountability built in large part on standardized testing in reading and math for students in grades three through eight. The outcomes of these standardized assessments are reported for the combined results and for the results specific to particular demographic groups. The reports convey the percentages of students who have achieved proficiency in a particular subject for their grade level. Although there is no federal requirement for reporting results specific to students identified as gifted, we can disaggregate the results for students identified as gifted in West Virginia and coded as GF in our statewide system. However, the use of proficiency counts does not appear to be beneficial in attempting to determine the growth of students who are already performing above the proficiency bar. A growth model of assessment would be more appropriate in measuring the educational achievement of students identified as gifted and advanced learners who are already proficient in the subject for their grade level. Based on results from the use of a growth model, a more accurate evaluation of the program can be gained and a more realistic plan for improved results may be determined. A different system of accountability, which measures the growth made over the school year, is needed. Used by many other states, value-added assessment not only identifies the level of achievement attained by a student but also the amount of progress made from one year to the next. With our present system of accountability, we compare this year’s fourth graders with last year’s fourth graders, whether or not the two groups resemble each other. It is almost like comparing apples to oranges. Using value- added assessment, one can review individual student’s test scores from previous grades and measure the amount of growth made by that student in a given year. The results may then be used to determine the long-term impact that the particular instruction, curriculum and professional development had on the student’s achievement, thus “adding value” to the standardized assessment. At the same time, the results may also be used to determine if student-related factors may have had an effect on the results. In West Virginia, the revised Individualized Education Program (IEP) form, that has been available since August 2007, must be used by local education agencies in March 2008. One change in the form is that the Part IV: Present Levels of Achievement and Academic Performance section requires WESTEST data from the 2007 year and in future years when it becomes available. The intent is that the scale score (SS) and the performance level (PL) will be used to guide teaching and learning. For a better understanding of test results, it would be beneficial to explore the scores further in depth by examining subtests and item reports using Test Mate Clarity. Available in all county school districts, Test Mate Clarity accounts for the different ranges in scores particular to the WESTEST year. |
