ERIC Number: EJ1133713
Record Type: Journal
Publication Date: 2016
Value of Value-Added Models Based on Student Outcomes to Evaluate Teaching
Berk, Ronald A.
Journal of Faculty Development, v30 n3 p73-81 Fall 2016
Recently, student outcomes have bubbled to the top of debates about how to evaluate teaching in community and liberal arts colleges, universities, and professional schools, but even more international attention has been riveted on how outcomes are being used to evaluate teachers and administrators K-12 (Harris, 2012; Rowen & Raudenbush, 2016; Sawchuk, 2014). It remains a bubbling cauldron of controversy. Since 2014, the bubbling continued with some clarification of the issues, numerous research studies in the public sector, and several significant publications and policy statements that can guide current practices. The purpose of this article is to synthesize what has already been learned in order to furnish guidelines for practice. It covers the following contentious territory: (1) push for student outcomes; (2) pushback against student outcomes; (3) definition of value-added models (VAMs); (4) validity and reliability of VAM scores; (5) standards for using VAM; and (6) conclusions and recommendations.
Descriptors: Value Added Models, Academic Achievement, Outcomes of Education, Teacher Evaluation, Definitions, Validity, Reliability, Scores, Standards, Psychometrics, Accountability, Federal Aid, Educational Legislation, Federal Legislation, Federal Programs, Educational Change, Resistance to Change, Summative Evaluation, Educational Testing, Psychological Testing, Professional Associations, Position Papers, Guidelines
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
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Identifiers - Laws, Policies, & Programs: Race to the Top