2021 - 22 VAM日历 (PDF)
增值模型用于度量对性能结果的特定影响或影响. 增值模式经常用于卫生保健、竞博jbo安卓和经济领域. 在佛罗里达, value-added models are used to measure the impact a teacher or school had on their students' learning growth. These models do this by measuring the difference each student’s actual performance on a statewide assessment to the score that student might have been expected to receive based on how other students like them performed, 考虑到影响学习过程的具体的学生和教室因素.
佛罗里达英语语言艺术的增值模式, Mathematics and Grade 9 Algebra 1 were developed and recommended by the 学生成长 Implementation Committee and approved by the Commissioner of Education.
VAM分数代表教师对学生学习成长的贡献, 平均, 在控制影响学生学习成长的因素的同时.
根据VAM模型的结果，每年都会创建几个分数. 然而, 因为老师有时会在不止一所学校教书, 在一个以上的年级或科目, 或者可能会改变教学任务从一年到下一年, we combine these different scores for the same teacher across grades and subjects for up to three years into an "Aggregate VAM Score."使用全州学生在各个年级和各学科的平均年增长率, 总的VAM评分可以解释为平均增长的一部分. 以这种方式显示VAM结果可以为数字提供上下文, 因为它代表了一个高于或低于平均学生增长的百分比. 例如，VAM总分为+0.25就意味着, 平均, the teacher's contribution to learning among their students resulted in scores that were 25 percent above the state average growth for that grade and subject. 相反，VAM总分为-.10就意味着, 平均, the teacher's contribution to learning among their students resulted in scores that were 10 percent below the state average growth for that grade and subject. A score of 0 (zero) reflects average or typical performance where students are performing as they are expected to, 平均.
Algebra 1 VAM scores are not standardized and not aggregated because there are different scales used between the Algebra 1 EOC and the prior scores incorporated into the model based on the FSA grade-level assessments. 代数1 VAM评分使用发展量表评估, so results are interpreted as the number of points (rather than a percentage) on the assessment above or below the expected learning growth of similar students in the state that are attributed to the teacher, 同时控制模型中使用的因素. 例如, 如果老师的代数1的增值分数是10, 它指的是那位老师教的学生, 平均, demonstrated learning growth of 10 points on the developmental scale higher than they were expected to, with those expectations being based on actual performance among similar students throughout the state. 在这种情况下, "相似的"是指学生共享同一个学生, 课堂和学校的特点在模型中被考虑在内. A score of 0 (zero) reflects average or typical performance where students are performing as they are expected to 平均.
最后, data are provided to districts reflecting the number and percent of students on each teacher's roster who met or exceeded their expected score (in the example above, 蓝色条形图等于或高于绿色条形图就会得到“是”, 达到或超过了”).
第1012节.34, Florida statutes requires that school districts implement personnel evaluations that are based on several criteria, 其中之一就是每个竞博jbo安卓者的学生的表现. 法律允许专员选择一个以学习成长为基础的全州模式, so that educators can be credited with improving student learning regardless of how much the student knows when he/she first enters a teacher's classroom using a measure that is consistent across districts. 衡量学习成长的方法有很多种. The 学生成长 Implementation Committee recommended and the Commissioner of Education approved using a value-added model (VAM) to measure learning growth for purposes of teacher evaluation, in part because of the model's capacity to reflect an individual educator's contribution to that learning growth. VAM结果, 以及地区人事评估系统的其他组成部分, 提供一个工具，让地区更准确地评估教师及校长的表现. Use of the VAM data as part of the performance of student’s component in a teacher’s evaluation is optional, 这是一个地方决策.
浏览有关增值模式(VAM)的详细资料, 请访问国家竞博jbo安卓委员会的网站 规则6 4.佛罗里达州行政法0411.
The following pages provide access to information and resources to support understanding of the paradigm shift in how evaluation systems are re-developed to support student learning and proficiency development for instructional personnel and school administrators.
根据第1012条.34, 佛罗里达的律例, the purpose of district evaluation systems is to increase student learning growth by improving the quality of instructional, 国家公立学校的管理和监督服务. 为了支持这一目的:
- A performance evaluation must be conducted for each instructional employee and school administrator at least once a year and twice a year for newly hired classroom teachers in their first year of teaching in the district.
- District evaluation systems must be based upon sound educational principles and contemporary research in effective educational practices and must support continuous improvement of effective instruction and student learning growth.
- 评价 procedures for instructional personnel and school administrators shall be based on the performance of students assigned to their classrooms or schools, 适当的. Student performance must be measured by the required state assessments as specified in Section 1008.22, 佛罗里达的律例, and local assessments for subjects and grade levels not measured by the state.
The following information and resources are provided in support of district work on development and continuing improvement of evaluation systems: