A school-based evaluation of reading gains and the use of a value-added grid for making interpretations of assessment results

Background: In line with the increase of using value-added assessment information to evaluate learning gain made by learners in different parts of the world, the Education Bureau in Hong Kong has recently introduced a system that provides value-added information of secondary school students. However, not many teachers have a clear knowledge and understanding about value-added assessment. Aims: This paper provides a brief review of the meaning and the importance of value-added assessment in education. Then it provides an example of how to find out the academic attainment that one can reasonably expect from individual students and how to produce two types of school-based value-added estimations with reference to their own prior attainment or development ability measures. The paper also evaluates the use of descriptions in the value-added grid for making interpretations of the value-added assessment results. Sample: 60 schoolchildren in a primary school in England. Research method: Linear regression models. Results: The findings indicated that the descriptions in the grid were applicable for interpreting the assessment results, but attention had to be paid when making speculations about the positions of individual schoolchildren’s past attainment in reading. Conclusion: This paper functions as a simplified example and a timely resource for teacher learning and development concerning value-added assessment. It also reflects the importance for teachers and school administrators to equip themselves with a good understanding of the nature, potential value and meanings of value-added estimations. Copyright © 2009 New Horizons in Education.