ERIC Number: EJ863336
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: N/A
The Sensitivity of Value-Added Modeling to the Creation of a Vertical Score Scale
Briggs, Derek C.; Weeks, Jonathan P.
Education Finance and Policy, v4 n4 p384-414 Fall 2009
The purpose of this study was to evaluate the sensitivity of growth and value-added modeling to the way an underlying vertical score scale has been created. Longitudinal item-level data were analyzed with both student- and school-level identifiers for the entire state of Colorado between 2003 and 2006. Eight different vertical scales were established on the basis of choices made for three key variables: the item response theory modeling approach, the calibration approach, and the student proficiency estimation approach. Each scale represented a methodological approach that was psychometrically defensible. Longitudinal values from each scale were used as the outcome in a commonly used value-added model (the "layered model" popularized by William Sanders) as a means of estimating school effects. Our findings suggest that while the ordering of estimating school effects is insensitive to the underlying vertical scale, the precision of such value-added estimates can be quite sensitive to the combinations of choices made in the creation of the scale.
Descriptors: Educational Assessment, Measurement Techniques, Models, Longitudinal Studies, Rating Scales, Psychometrics, Item Response Theory, Measurement, Evaluation Methods, Educational Indicators, School Effectiveness, Student Evaluation
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Colorado