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ERIC Number: EJ1144204
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0895-7347
Stability of Teacher Value-Added Rankings across Measurement Model and Scaling Conditions
Hawley, Leslie R.; Bovaird, James A.; Wu, ChaoRong
Applied Measurement in Education, v30 n3 p196-212 2017
Value-added assessment methods have been criticized by researchers and policy makers for a number of reasons. One issue includes the sensitivity of model results across different outcome measures. This study examined the utility of incorporating multivariate latent variable approaches within a traditional value-added framework. We evaluated the stability of teacher rankings across univariate and multivariate measurement model structures and scaling metric combinations using a cumulative cross-classified mixed effect model. Our results showed multivariate models were more stable across modeling conditions than univariate approaches. These findings suggest there is potential utility in incorporating multiple measures with teacher evaluation systems, yet future research will need to evaluate the degree to which models recover known population parameters via Monte Carlo simulation.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
Identifiers - Assessments and Surveys: Stanford Achievement Tests