Can Value-Added Measures of Teacher Performance Be Trusted?

Autor/inn/en	Guarino, Cassandra M.; Reckase, Mark D.; Wooldridge, Jeffrey M.
Titel	Can Value-Added Measures of Teacher Performance Be Trusted?
Quelle	In: Education Finance and Policy, 10 (2015) 1, S.117-156 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
DOI	10.1162/EDFP_a_00153
Schlagwörter	Teacher Evaluation; Teacher Effectiveness; Achievement Gains; Merit Rating; Simulation; Academic Achievement; Student Records; Vignettes; Scoring Rubrics; High Achievement; Low Achievement; Least Squares Statistics; Robustness (Statistics); Evaluation Methods; Evaluation Research; Data Analysis + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Analytische Arbeitsbewertung; Simulation program; Simulationsprogramm; Schulleistung; Schülerakte; Scoring formulas; Auswertungsbogen; Unterdurchschnittliche Leistung; Widerstandsfähigkeit; Evaluationsforschung; Auswertung
Abstract	We investigate whether commonly used value-added estimation strategies produce accurate estimates of teacher effects under a variety of scenarios. We estimate teacher effects in simulated student achievement data sets that mimic plausible types of student grouping and teacher assignment scenarios. We find that no one method accurately captures true teacher effects in all scenarios, and the potential for misclassifying teachers as high- or low-performing can be substantial. A dynamic ordinary least squares estimator is more robust across scenarios than other estimators. Misspecifying dynamic relationships can exacerbate estimation problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01