Value-Added Models for Teacher Evaluation and Accountability: Commonsense Assumptions

Autor/inn/en	Amrein-Beardsley, Audrey; Holloway, Jessica
Titel	Value-Added Models for Teacher Evaluation and Accountability: Commonsense Assumptions
Quelle	In: Educational Policy, 33 (2019) 3, S.516-542 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904817719519
Schlagwörter	Value Added Models; Teacher Evaluation; Accountability; Educational Change; Educational Assessment; Validity; Educational Policy; Teacher Influence; Teacher Characteristics; Teacher Effectiveness; Public School Teachers; Academic Achievement; Standardized Tests; Achievement Tests; Student Placement + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Verantwortung; Bildungsreform; Education; assessment; Bewertungssystem; Gültigkeit; Politics of education; Bildungspolitik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schülerpraktikum
Abstract	Despite the concerns regarding value-added models (VAMs), advocates hold strong to VAMs' theoretical strengths and potentials, while adopting a set of agreed-upon albeit "heroic" set of assumptions, without research in support. These assumptions transcend promotional, policy, media, and research-based pieces, but they have never been made explicit as analyzed as a set or whole. The purpose of this study was to make unambiguous the assumptions that have been made within the VAM narrative that have often been accepted without challenge, and situate these assumptions within the research. Sources for analyses included 470 pieces, published within traditional and nontraditional outlets, from which we derived 27 prevailing assumptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01