Different Tests, Different Answers: The Stability of Teacher Value-Added Estimates across Outcome Measures

Autor/in	Papay, John P.
Titel	Different Tests, Different Answers: The Stability of Teacher Value-Added Estimates across Outcome Measures
Quelle	In: American Educational Research Journal, 48 (2011) 1, S.163-193 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831210362589
Schlagwörter	Urban Schools; Teacher Effectiveness; Reading Achievement; Achievement Tests; Measurement; Error of Measurement; Educational Researchers; Teacher Evaluation; Evaluation Methods; Reading Tests; Correlation; Evaluation Problems; Educational Testing; Test Selection; Testing Problems; Test Reliability; High Stakes Tests; Educational Policy; Longitudinal Studies; Merit Pay; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Leseleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Messverfahren; Messfehler; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Teacher appraisal; Lehrerbeurteilung; Lesetest; Korrelation; Testauswahl; Testreliabilität; Politics of education; Bildungspolitik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leistungszulage
Abstract	Recently, educational researchers and practitioners have turned to value-added models to evaluate teacher performance. Although value-added estimates depend on the assessment used to measure student achievement, the importance of outcome selection has received scant attention in the literature. Using data from a large, urban school district, I examine whether value-added estimates from three separate reading achievement tests provide similar answers about teacher performance. I find moderate-sized rank correlations, ranging from 0.15 to 0.58, between the estimates derived from different tests. Although the tests vary to some degree in content, scaling, and sample of students, these factors do not explain the differences in teacher effects. Instead, test timing and measurement error contribute substantially to the instability of value-added estimates across tests. (Contains 14 notes, 9 tables, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10