Document Type
Article
Publication Date
Spring 2016
Description
The purpose of this study was to investigate the relationship between the TVAAS growth score given by the Tennessee Department of Education and the overall Tennessee Educator Assessment Model (TEAM) observation rating for teachers in grades 3 through 8. The participating county public school system for this study is located in Northeast Tennessee. Participants were teachers in the school system teaching Math, English/Language Arts, Science, and Social Studies in grades 3 through 8 in 10 elementary schools, 6 middle schools, and 2 K-8 schools. Specifically, this research examined the relationship between the TEAM observation scores and overall TVAAS growth score given to the teacher from the Tennessee Department of Education based upon yearly-standardized test scores. Research reinforced mixed views about the validity and purpose of teacher evaluation systems and the use of Tennessee Value-Added Assessment System. Five research questions guided this study and quantitative data were analyzed using a Pearson correlation, one-way MANOVAs and a one-way ANOVA. Results indicated a moderate positive relationship between a teacher’s TEAM observation score and the TVAAS growth score given by the Tennessee Department of Education.
Citation Information
Davis, Joshua; Lampley, James H.; and Foley, Virginia. 2016. The Relationship between Growth Scores and the Overall Observation Ratings for Teachers in a Public School System in Tennessee. Journal of Learning in Higher Education. Vol.12(1). 45-51.
Copyright Statement
© 2016 JW Press. This document was published with permission by the publisher. It was originally published in Journal of Learning in Higher Education.