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Autor/inn/en | Sloat, Edward; Amrein-Beardsley, Audrey; Holloway, Jessica |
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Titel | Different Teacher-Level Effectiveness Estimates, Different Results: Inter-Model Concordance across Six Generalized Value-Added Models (VAMs) |
Quelle | In: Educational Assessment, Evaluation and Accountability, 30 (2018) 4, S.367-397 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Amrein-Beardsley, Audrey) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1874-8597 |
DOI | 10.1007/s11092-018-9283-7 |
Schlagwörter | Teacher Effectiveness; Value Added Models; Elementary School Teachers; Teacher Evaluation; Intermediate Grades; Validity; Suburban Schools Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher appraisal; Lehrerbeurteilung; Mittelstufe; Gültigkeit; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule |
Abstract | In this study, researchers compared the concordance of teacher-level effectiveness ratings derived via six common generalized value-added model (VAM) approaches including a (1) student growth percentile (SGP) model, (2) value-added linear regression model (VALRM), (3) value-added hierarchical linear model (VAHLM), (4) simple difference (gain) score model, (5) rubric-based performance level (growth) model, and (6) simple criterion (percent passing) model. The study sample included fourth to sixth grade teachers employed in a large, suburban school district who taught the same sets of students, at the same time, and for whom a consistent set of achievement measures and background variables were available. Findings indicate that ratings significantly and substantively differed depending upon the methodological approach used. Findings, accordingly, bring into question the validity of the inferences based on such estimates, especially when high-stakes decisions are made about teachers as based on estimates measured via different, albeit popular methods across different school districts and states. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |