Rethinking value-added models in education. Critical perspectives on tests and assessment-based accountability. 1. publ.

Autor/in	Amrein-Beardsley, Audrey
Titel	Rethinking value-added models in education. Critical perspectives on tests and assessment-based accountability. 1. publ.
Quelle	New York, NY u.a.: Routledge (2014), XXI, 251 S.Verfügbarkeit
Beigaben	Illustrationen; Literatur- und URL-Angaben S. [215]-246
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-415-82012-X; 978-0-415-82012-7
Schlagwörter	Reliabilität; Validität; Bewertung; Bildungsökonomie; Bildungspolitik; Kritik; Lehrer; Validität; USA; Bildungspolitik; Leistungsmessung; Reliabilität; Bildungsökonomie; Lehrer; Schülerleistung; Effektivität; Bewertung; Effektivität; Kritik; Leistungsmessung; Rechenschaftslegung; USA
Abstract	Since passage of the No Child Left Behind Act in 2001, academic researchers, econometricians, and statisticians have been exploring various analytical methods of documenting students' academic progress over time. Known as value-added models (VAMs), these methods are meant to measure the value a teacher or school adds to student learning from one year to the next. To date, however, there is very little evidence to support the trustworthiness of these models. What is becoming increasingly evident, yet often ignored mainly by policymakers, is that VAMs are 1) unreliable, 2) invalid, 3) nontransparent, 4) unfair, 5) fraught with measurement errors and 6) being inappropriately used to make consequential decisions regarding such things as teacher pay, retention, and termination. Unfortunately, their unintended consequences are not fully recognized at this point either. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/4