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Degree

Doctor of Education, Ashland University, College of Education, 2008.

Abstract

Although much has been written about the various value-added models from a statistical point of view, there is a considerable lack of literature related to the professional development implications of value-added once a particular model has been chosen. This study illuminates and describes some of the professional development implications related to Ohio’s scale up of its educational value-added assessment system from the perspective of those responsible for teaching its implications to others at the local level – the District Value-Added Specialists. Six research questions were explored using a survey instrument that was developed by the researcher. The results were reviewed and discussed. The practical implications of instituting a value-added assessment model include using value-added data with other forms of data in order to improve instructional practices. Suggestions were provided specific to Ohio’s value-added scale-up and its impact on educators.

Subject Headings

Curricula; Education; Educational evaluation; Teacher education

Keywords

value-added assessment; professional development; school improvement; train-the-trainers

Committee / Advisors

Dr. Ann Shelly (Committee Co-Chair)
Dr. Harold Wilson (Committee Co-Chair)
Dr. Louise Fleming (Committee Member)
Dr. Robert Shelly (Committee Member)
Dr. Judy Alston (Other)
Dr. James Van Keuren (Other)
Dr. W. Gregory Gerrick (Other)

Pages

194p.

Document number: ashland1226675998
Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1226675998

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