Understanding the Tennessee Value-Added Assessment System (TVAAS) Dec. 2014 | Page 4
they are most effective instructionally. In addition, school leaders carefully
examine TVAAS data to gain a clear understanding of how the school is addressing the needs of all learners, from those in the top 25 percent to those in
the bottom 25 percent.12 Dr. Winstead says, “We’ve always had a good culture
here in Maryville, but in recent years we’ve really invested time and energy
into helping school leaders understand and effectively use data.”13
HOW CAN TVAAS BE IMPROVED?
Research shows that value-added measures are generally more accurate
than other measures of teaching effectiveness.14 However, there are limits to
TVAAS in terms of its stability from one year to the next and in its ability to
account for the many variables that impact student test performance.15 16 Here
are some ways to improve the accuracy of TVAAS and its ability to foster
improved outcomes for all Tennessee students:
Adopt a new state assessment that is fully aligned to Tennessee’s academic
standards in math and English language arts. TVAAS measurements currently
use test score results from the Tennessee Comprehensive Assessment Program
(TCAP). Since 2010 when teachers began using Tennessee’s new academic
standards in math and English language arts, educators and policymakers have
criticized the TCAP for not fully measuring the skills emphasized by the standards. Research shows this misalignment can be harmful to student achievement.
To make TVAAS as effective as possible, Tennessee must implement a new assessment aligned to the academic standards being used in the classroom.17 18
Continue to use and improve upon the multiple-measures approach to
the teacher evaluation. Education leaders should continue to use classroom
observations, student surveys, and TVAAS scores to evaluate teaching quality.19 In
addition, more work can be done to find the most innovative and effective ways
to combine these measures.20
Identify and evaluate other growth measures for teachers in untested
subjects. Tennessee has developed innovative ways to measure the growth
of teachers of creative arts, physical education, and world language classes.
Education leaders should continue to assess the effectiveness of these methods,
consider expanding these measurements to teachers in other non-tested subject
areas, and learn from innovative evaluation models in other states.21
Link TVAAS data to professional learning opportunities and teacher support
practices. TVAAS scores provide school, district, and state leaders an opportunity to identify the subject areas in which teachers need the most support. This
information should be used to inform what professional learning opportunities
are offered and what teacher support practices are put in place.22
CONCLUSION
Over the past few years, Tennessee has taken important strides to develop a
teacher evaluation system that considers multiple measures of student learning, including the use of TVAAS data, classroom observation, student surveys,
and other measures. More research can lead to a refinement of TVAAS to
make the data more stable and useful. Implementing the recommendations
outlined in the previous section will support Tennessee’s coordinated effort to
improve student achievement.
For more information on TVAAS, including recent policy changes, the importance of quality assessments, and how TVAAS data can help state policymakers, see Measuring Student Growth in Tennessee: Understanding TVAAS at
http://www.joomag.com/magazine/measuring-student-growth-in-tennesseeunderstanding-tvaas/0709478001412883442?short.
ENDNOTES
1 Rivkin et al. (2005). Teachers, Schools, and Academic Achievement. Retrieved April 8, 2014 from
http://www.econ.ucsb.edu/~jon/Econ230C/HanushekRivkin.pdf.
2 Sanders and Horn. (1994). The Tennessee Value-Added Assessment System (TVAAS): Mixed-Model
Methodology in Educational Assessment. Retrieved April 3, 2014 from http://addingvalue.wceruw.org/
Related%20Bibliography/Articles/ Sanders%20%26%20Horn.pdf
3 Sanders and Horn. (1994). The Tennessee Value-Added Assessment System (TVAAS): Mixed-Model
Methodology in Educational Assessment. Retrieved April 3, 2014 from http://addingvalue.wceruw.org/
Related%20Bibliography/Articles/Sanders%20%26%20Horn.pdf.
4 Sanders and Horn. (1994). The Tennessee Value-Added Assessment System (TVAAS): Mixed-Model
Methodology in Educational Assessment. Retrieved April 3, 2014 from http://addingvalue.wceruw.org/
Related%20Bibliography/Articles/Sanders%20%26%20Horn.pdf.
5 Sanders and Horn. (1994). The Tennessee Value-Added Assessment System (TVAAS): Mixed-Model
Methodology in Educational Assessment. Retrieved April 3, 2014 from http://addingvalue.wceruw.org/
Related%20Bibliography/Articles/Sanders%20%26%20Horn.pdf.
6 SAS EVAAS. Misconceptions about Value-Added Reporting in Tennessee. Retrieved April 3, 2014 from
http://www.tn.gov/education/doc/TN%20Misconceptions_About_TVAAS.pdf.
7 Education Trust. (2004). The Real Value of Teachers: If good teachers matter, why don’t we act like it?.
Retrieved April 3, 2014 from http://www.cgp.upenn.edu/pdf/Ed%20Trust.pdf.
8 Unfried, Beth. (April 23, 2014). Telephone Interview.
9 Education Trust. (2004). The Real Value of Teachers: If good teachers matter, why don’t we act like it?.
Retrieved April 3, 2014 from http://www.cgp.upenn.edu/pdf/Ed%20Trust.pdf.
10 Unfried, Beth. (April 23, 2014). Telephone Interview.
11 Unfried, Beth. (April 23, 2014). Telephone Interview.
12 Winstead, Mike. (May 7, 2014). Telephone Interview.
13 Winstead, Mike. (May 7, 2014). Telephone Interview.
14 Koedel, Cory and Julian R. Betts. (2007). Re-Examining the Role of Teacher Quality in the Educational Production Function. Retrieved November 12, 2014 from https://my.vanderbilt.edu/performanceincentives/files/2012/10/200703_KoedelBetts_ReExamTeacherQual1.pdf.
15 Ballou, D. (2005). Value-Added Assessment: Lessons from Tennessee. Retrieved May 28, 2005 from
http://dpi.state.nc.us/docs/superintendents/quarterly/2010-11/20100928/ballou-lessons.pdf. Koedel, C.
and J. Betts. (2007). Re-Examining the Role of Teacher Quality in the Educational Production Function. Retrieved May 29, 2014
16 Schochet, Peter Z. and Hanley S. Chiang. (2010). Error Rates in Measuring Teacher and School
Performance Based on Student Test Score Gains. Retrieved April 3, 2014 from http://ies.ed.gov/ncee/
pubs/20104004/pdf/20104004.pdf.
17 Darling-Hammond, Linda and Frank Adamson. (2013). Developing Assessments of Deeper Learning:
The Costs and Benefits of Using Tests that Help Students Learn. Retrieved April 2, 2014 from https://
edpolicy.stanford.edu/sites/default/files/publications/developing-assessments-deeper-learning-costs-andbenefits-using-tests-help-students-learn_1.pdf.
18 Polikoff, Morgan S., Andrew C. Porter, and John Smithson. (2011). How Well Aligned Are State Assessments of Student Achievement With State Content Standards? Retrieved May 28, 2014 from http://
www.uscrossier.org/ceg/wp-content/uploads/publications/state_assessments_polikoff.pdf.
19 Whitehurst, Grover J., Matthew M. Chingos, and Katharine M. Lindquist. (2014). Evaluating
Teachers with Classroom Observations: Lessons Learned in Four Districts. Retrieved August 1, 2014
from http://www.brookings.edu/~/media/research/files/reports/2014/05/13%20teacher%20evaluation/
evaluating%20teachers%20with%20classroom%20observations.
20 Tennessee Department of Education. (2014). Fine Arts Portfolio Model: A new path to measuring
growth in traditionally non-tested grades and subjects. Retrieved April 3, 2014 from http://team-tn.org/
wp-content/uploads/2014/04/Fine-Arts-Presentation.pdf.
21 Tennessee Department of Education. (2014). Fine Arts Portfolio Model: A new path to measuring
growth in traditionally non-tested grades and subjects. Retrieved April 3, 2014 from http://team-tn.org/
wp-content/uploads/2014/04/Fine-Arts-Presentation.pdf
22 Education Trust. (2004). The Real Value of Teachers: If good teachers matter, why don’t we act like it?.
Retrieved April 3, 2014 from http://www.cgp.upenn.edu/pdf/Ed%20Trust.pdf.
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