Publication Date
| In 2015 | 1 |
| Since 2014 | 1 |
| Since 2011 (last 5 years) | 2 |
| Since 2006 (last 10 years) | 2 |
| Since 1996 (last 20 years) | 2 |
Descriptor
| Academic Achievement | 2 |
| Scores | 2 |
| Teacher Effectiveness | 2 |
| Teacher Evaluation | 2 |
| Credibility | 1 |
| Data | 1 |
| Decision Making | 1 |
| Educational Testing | 1 |
| Evaluation Methods | 1 |
| Evidence | 1 |
| More ▼ | |
Source
| Carnegie Foundation for the… | 2 |
Author
| McCaffrey, Daniel F. | 2 |
| Goldhaber, Dan | 1 |
| Harris Douglas N. | 1 |
| Loeb, Susanna | 1 |
| Raudenbush, Stephen W. | 1 |
Publication Type
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Secondary Education | 1 |
Audience
Showing all 2 results
Download full textGoldhaber, Dan; Harris Douglas N.; Loeb, Susanna; McCaffrey, Daniel F.; Raudenbush, Stephen W. – Carnegie Foundation for the Advancement of Teaching, 2015
It is common knowledge that teacher quality is a key in-school factor affecting student achievement. While the quality of teaching clearly matters for how much students learn, this quality is challenging to measure. Evaluating teacher quality based on the level of their students' end-of-year test scores has been one method of assessing…
Descriptors: Teacher Effectiveness, Teacher Evaluation, Evaluation Methods, Measurement Techniques
McCaffrey, Daniel F. – Carnegie Foundation for the Advancement of Teaching, 2012
Value-added models have caught the interest of policymakers because, unlike using student tests scores for other means of accountability, they purport to "level the playing field." That is, they supposedly reflect only a teacher's effectiveness, not whether she teaches high- or low-income students, for instance, or students in accelerated or…
Descriptors: Student Characteristics, Teacher Effectiveness, Teacher Evaluation, Models
