ERIC Number: EJ1211104
Record Type: Journal
Publication Date: 2019-May
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0895-9048
EISSN: N/A
Value-Added Models for Teacher Evaluation and Accountability: Commonsense Assumptions
Amrein-Beardsley, Audrey; Holloway, Jessica
Educational Policy, v33 n3 p516-542 May 2019
Despite the concerns regarding value-added models (VAMs), advocates hold strong to VAMs' theoretical strengths and potentials, while adopting a set of agreed-upon albeit "heroic" set of assumptions, without research in support. These assumptions transcend promotional, policy, media, and research-based pieces, but they have never been made explicit as analyzed as a set or whole. The purpose of this study was to make unambiguous the assumptions that have been made within the VAM narrative that have often been accepted without challenge, and situate these assumptions within the research. Sources for analyses included 470 pieces, published within traditional and nontraditional outlets, from which we derived 27 prevailing assumptions.
Descriptors: Value Added Models, Teacher Evaluation, Accountability, Educational Change, Educational Assessment, Validity, Educational Policy, Teacher Influence, Teacher Characteristics, Teacher Effectiveness, Public School Teachers, Academic Achievement, Standardized Tests, Achievement Tests, Student Placement
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A