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ERIC Number: ED537432
Record Type: Non-Journal
Publication Date: 2012-Oct
Pages: 11
Abstractor: ERIC
Reference Count: 0
How Do Value-Added Indicators Compare to Other Measures of Teacher Effectiveness? What We Know Series: Value-Added Methods and Applications. Knowledge Brief 5
Harris, Douglas N.
Carnegie Foundation for the Advancement of Teaching
In the recent drive to revamp teacher evaluation and accountability, measures of a teacher's value added have played the starring role. But the star of the show is not always the best actor, nor can the star succeed without a strong supporting cast. In assessing teacher performance, observations of classroom practice, portfolios of teachers' work, student learning objectives, and surveys of students are all possible additions to the mix. All these measures vary in what aspect of teacher performance they measure. While teaching is broadly intended to help students live fulfilling lives, educators must be more specific about the elements of performance that contribute to that goal--differentiating contributions to academic skills, for instance, from those that develop social skills. Once educators have established what aspect of teaching they intend to capture, the measures differ in how valid and reliable they are in capturing that aspect. Although there are big holes in what they know about how evaluation measures stack up on these two criteria, they can draw some important conclusions from the evidence collected so far. In this brief, the author will show how existing research can help district and state leaders who are thinking about using multiple measures of teacher performance to guide them in hiring, development, and retention. (Contains 30 endnotes.)
Carnegie Foundation for the Advancement of Teaching. 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5102; Fax: 650-326-0278; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Carnegie Foundation for the Advancement of Teaching