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ERIC Number: EJ788070
Record Type: Journal
Publication Date: 2008
Pages: 11
Abstractor: Author
Reference Count: 69
ISBN: N/A
ISSN: ISSN-0013-189X
Methodological Concerns about the Education Value-Added Assessment System
Amrein-Beardsley, Audrey
Educational Researcher, v37 n2 p65-75 2008
Value-added models help to evaluate the knowledge that school districts, schools, and teachers add to student learning as students progress through school. In this article, the well-known Education Value-Added Assessment System (EVAAS) is examined. The author presents a practical investigation of the methodological issues associated with the model. Specifically, she argues that, although EVAAS is probably the most sophisticated value-added model, it has flaws that must be addressed before widespread adoption. She explores in depth the shortage of external reviews and validity studies of the model, its insufficient user-friendliness, and methodological issues about missing data, regression to the mean, and student background variables. She also examines a paradigm case in which the model was used to advance unfounded assertions. (Contains 2 tables.)
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: Elementary Secondary Education
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001