By National Academy of Education, National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Program Evaluation, and Educational Accountability Committee on Value-Added Methodology for Instructional Improvemen
ISBN-10: 0309148138
ISBN-13: 9780309148139
Value-added equipment seek advice from efforts to estimate the relative contributions of particular academics, faculties, or courses to scholar attempt functionality. lately, those tools have attracted substantial awareness due to their capability applicability for academic responsibility, instructor pay-for-performance platforms, college and instructor development, application overview, and study. Value-added tools contain complicated statistical types utilized to check information of various caliber. for this reason, there are lots of technical demanding situations to ascertaining the measure to which the output of those types offers the specified estimates. regardless of a great deal of study during the last decade and a part, overcoming those demanding situations has confirmed to be very tricky, and lots of questions stay unanswered--at a time while there's robust curiosity in imposing value-added types in various settings.
The nationwide examine Council and the nationwide Academy of schooling held a workshop, summarized during this quantity, to assist determine components of rising consensus and parts of war of words relating to acceptable makes use of of value-added tools, which will supply research-based advice to coverage makers who're dealing with judgements approximately even if to continue during this direction.
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Extra info for Getting Value Out of Value-Added: Report of a Workshop
Sample text
More collaborative, crossdisciplinary work between VAM researchers from the disciplines of economics, statistics, and educational measurement will also be needed to resolve some of the difficult technical challenges. The papers on value-added measurement issues that were prepared for the workshop consistently raised issues related to what tests measure, error associated with test scores, complexities of measuring growth, and the score scales that are used to report the results from tests. This chapter explains those issues and draws heavily from the workshop papers by Dale Ballou, Michael Kane, Michael Kolen, Robert Linn, Mark Reckase, and Doug Willms.
Ohio’s accountability system employs multiple measures, whereby schools are assigned ratings on the basis of a set of indicators. Until recently, the measures were (1) the percentage of students reaching the proficient level on state tests, as well as graduation and attendance rates; (2) whether the school made adequate yearly progress under No Child Left Behind; (3) a performance index that combines state tests results; and (4) a measure of improvement in the performance index. Ohio replaced the last component with a value-added indicator.
Data from the responses to the questions that are common from one grade to the next are then used to construct the vertical scale. However, as noted above, the validity of the inferences based on the analysis of test data represented on a vertical scale depends in part on how closely the vertical scale satisfies the equal-interval scale criterion. Although there was a range of opinions expressed at the workshop, many of the measurement experts on the panel expressed serious concerns on this point—particularly if the linking spans several grades.
Getting Value Out of Value-Added: Report of a Workshop by National Academy of Education, National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Program Evaluation, and Educational Accountability Committee on Value-Added Methodology for Instructional Improvemen
by George
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