A Validity Argument Approach to Evaluating Teacher Value-Added Scores

Autor/inn/en	Hill, Heather C.; Kapitula, Laura; Umland, Kristin
Titel	A Validity Argument Approach to Evaluating Teacher Value-Added Scores
Quelle	In: American Educational Research Journal, 48 (2011) 3, S.794-831 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831210387916
Schlagwörter	Teacher Effectiveness; School Effectiveness; Computation; Achievement Gains; Models; Cost Effectiveness; Scores; Scoring; Middle School Students; Middle School Teachers; Mathematics Teachers; Mathematics Achievement; Student Characteristics; Validity; Case Studies; United States + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schuleffizienz; Achievement gain; Leistungssteigerung; Analogiemodell; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Bewertung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Gültigkeit; Case study; Fallstudie; Case Study; USA
Abstract	Value-added models have become popular in research and pay-for-performance plans. While scholars have focused attention on some aspects of their validity (e.g., scoring procedures), others have received less scrutiny. This article focuses on the extent to which value-added scores correspond to other indicators of teacher and teaching quality. The authors compared 24 middle school mathematics teachers' value-added scores, derived from a large (N = 222) district data set, to survey- and observation-based indicators of teacher quality, instruction, and student characteristics. This analysis found teachers' value-added scores correlated not only with their mathematical knowledge and quality of instruction but also with the population of students they teach. Case studies illustrate problems that might arise in using value-added scores in pay-for-performance plans. (Contains 7 notes, 7 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10