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The effects of value-added modeling ...

Cunningham, Paula Lynn.

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The effects of value-added modeling decisions on estimates of teacher effectiveness.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of value-added modeling decisions on estimates of teacher effectiveness./
作者:	Cunningham, Paula Lynn.
面頁冊數:	163 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
Contained By:	Dissertation Abstracts International76-06A(E).
標題:	Educational tests & measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3680053
ISBN:	9781321518115

The effects of value-added modeling decisions on estimates of teacher effectiveness.
Cunningham, Paula Lynn.

The effects of value-added modeling decisions on estimates of teacher effectiveness. - 163 p.

Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.

Thesis (Ph.D.)--The University of Iowa, 2014.

This study was undertaken to evaluate the impact of modeling decisions made by those charged with implementing teacher evaluation systems that incorporate student achievement data; such choices include how growth is to be modeled, whether student characteristics are to be controlled for, how many years of data are to be used, and which test subject is to be selected.

ISBN: 9781321518115Subjects--Topical Terms:

3168483
Educational tests & measurements.

The effects of value-added modeling decisions on estimates of teacher effectiveness.
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245 1 4 $a The effects of value-added modeling decisions on estimates of teacher effectiveness.
300 $a 163 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
500 $a Adviser: Catherine J. Welch.
502 $a Thesis (Ph.D.)--The University of Iowa, 2014.
520 $a This study was undertaken to evaluate the impact of modeling decisions made by those charged with implementing teacher evaluation systems that incorporate student achievement data; such choices include how growth is to be modeled, whether student characteristics are to be controlled for, how many years of data are to be used, and which test subject is to be selected.
520 $a Using a three-cohort longitudinal data set from a school district in which reading and mathematics test scores from a vertically-scaled assessment allowed determination of growth in grades three, four, and five, estimated teacher effects were derived from five value-added models, and the resulting rank orderings of the teachers were examined.
520 $a The models compared were a covariate adjustment model that conditioned on prior achievement only, a covariate adjustment model that conditioned on certain student characteristics as well as prior achievement, a gain score model, the growth model underlying the vertically-scaled assessment, and student growth percentiles.
520 $a Teacher rank orderings derived under the five models were highly consistent with one another using either one or three classroom years of test scores. Only when the movement of teachers between quartiles was examined did a difference in performance between some models emerge. The high degree of consistency between the two covariate adjustment models suggested that control for student-level characteristics was unnecessary. Using three years of test scores rather than one led to a small decrease in between-model correlations and a small increase in teacher movement between quartiles. Comparison of teacher value-added based on reading scores versus mathematics scores gave mixed results, with between-model correlations in mathematics being slightly higher than those for reading but with reading showing greater consistency in quartile movement between cohorts.
520 $a The year-to-year change in teacher rank orderings was very striking, as low, and even negative, correlations emerged between years. Movement of teachers between quartiles from one year to the next was far greater than that observed when comparing the modeling conditions. Using a teacher rating scheme in which groups of teachers were distinguished from average effectiveness if they appeared in the extremes of the rankings, nearly half of teachers changed ratings from one year to the next. Such low inter-temporal stability of teacher value-added is a significant result that should be considered by all stakeholders in teacher evaluation.
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