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ERIC Number: ED509952
Record Type: Non-Journal
Publication Date: 2010-May-3
Pages: 18
Abstractor: As Provided
Improving the Reliability and Interpretability of Value-Added Scores for Post-Secondary Institutional Assessment Programs
Steedle, Jeffrey T.
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Denver, CO, Apr 30-May 4, 2010)
Tests of college learning are often administered to obtain value-added scores indicating whether score gains are below, near, or above typical performance for students of given entering academic ability. This study compares the qualities of value-added scores generated by the original Collegiate Learning Assessment value-added approach and a new approach that employs hierarchical linear modeling (HLM). Results indicate that value-added scores produced by the two approaches are correlated and would be identical if larger student samples were available. The new approach produces value-added scores that are slightly more reliable and display substantially greater consistency across years. Furthermore, the HLM-based approach provides school-specific indicators of value-added score precision, which improve interpretability. For these reasons, the new approach is recommended for future institutional assessment programs. Detailed specification of HLM-based value-added approach is appended. (Contains 4 figures and 2 footnotes.)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test)