A crucial decision rule in the pretest-posttest system is assigning a teacher to one of five effectiveness levels from Least Effective to Most Effective based on the amount of gain shown by the class taking a course. This level is combined with other measures in the Ohio Teacher Evaluation System known as OTES (at the time of preparation, there were two other measures: classroom observation against Ohio teaching standards and a set of alternative measures that includes student surveys, peer surveys, portfolios, etc.)
Clearly, more gain should translate into greater effectiveness on the student gain component of OTES. CETE obtained recommended performance standards for teacher effectiveness using Ohio CTE educator input via online survey during 2015. Questions on this survey asked teachers and administrators to relate amounts of gain to teacher effectiveness levels. This is the same process that CETE uses with Ohio educators to obtain input in recommending student performance standards. The Effectiveness Scaling in use is shown below. Note that 8/40 is 20% gain.
|LEVELS→||Most Effective||Above Average||Average||Approaching Average||Least Effective|
Note: Gain is calculated as the number of correct post test answers minus the number of correct pretest answers.
Student gain scores will be made available to local district staff for transmission to eTPES, the statewide data collection system for the Ohio Teacher Evaluation System.