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ERIC Number: ED560957
Record Type: Non-Journal
Publication Date: 2013
Pages: 32
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: N/A
Reliability and Validity of Inferences about Teachers Based on Student Scores. William H. Angoff Memorial Lecture Series
Haertel, Edward H.
Educational Testing Service, Lecture presented at The National Press Club (14th, Washington, D.C., Mar 22, 2013)
Policymakers and school administrators have embraced value-added models of teacher effectiveness as tools for educational improvement. Teacher value-added estimates may be viewed as complicated scores of a certain kind. This suggests using a test validation model to examine their reliability and validity. Validation begins with an interpretive argument for inferences or actions based on value-added scores. That argument addresses (a) the meaning of the scores themselves--whether they measure the intended construct; (b) their generalizability--whether the results are stable from year to year or using different student tests, for example; and (c) the relation of value-added scores to broader notions of teacher effectiveness--whether teachers' effectiveness in raising test scores can serve as a proxy for other aspects of teaching quality. Next, the interpretive argument directs attention to rationales for the expected benefits of particular value-added score uses or interpretations, as well as plausible unintended consequences. This kind of systematic analysis raises serious questions about some popular policy prescriptions based on teacher value-added scores.
Educational Testing Service. Rosedale Road Mailstop 19R, Princeton, NJ 08541-0001. Tel: 609-921-9000; Fax: 609-734-5410; Web site: http://www.ets.org
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Educational Testing Service (ETS), Center for Research on Human Capital and Education
IES Cited: ED563445