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ERIC Number: EJ745465
Record Type: Journal
Publication Date: 2005-Nov
Pages: 3
Abstractor: ERIC
Reference Count: 8
ISSN: ISSN-0013-1784
Challenges of Value-Added Assessment
Doran, Harold C.; Fleischman, Steve
Educational Leadership, v63 n3 p85-87 Nov 2005
In recent years, assessment data have assumed a more central role education policy and practice. No Child Left Behind (NCLB) requires states to implement standardized assessment-based systems to evaluate their schools. The NCLB approach rests on the assumption that assessment data can provide credible information to gauge how effectively schools and teachers are serving their students. This article examines value-added assessment or modeling, which is a statistical process for looking at test score data and is one technique that researchers have been developing to identify effective and ineffective teachers and schools. Specifically, the article discusses three topics emerging in current value-added research that are of special interest to educators: (1) The Complex Statistical Machinery (whether value-added models are overly complex and difficult to understand), (2) Test Scores and Vertical Scales (value-added modeling must be vertically scaled to work, though it can introduce errors), and (3) Identifying Teacher Effects (teacher quality).
Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001