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ERIC Number: EJ874617
Record Type: Journal
Publication Date: 2010-Feb
Pages: 5
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0036-6439
Beyond Test Scores: Adding Value to Assessment
Rothman, Robert
School Administrator, v67 n2 p20-24 Feb 2010
At a time when teacher quality has emerged as a key factor in student learning, a statistical technique that determines the "value added" that teachers bring to student achievement is getting new scrutiny. Value-added measures compare students' growth in achievement to their expected growth, based on prior achievement and demographic factors over which teachers have no control. Teachers whose students exceed the expected rate of growth are considered effective, while those whose students grow in achievement at a slower rate are considered less effective. Some advocates of the approach have proposed it as a fair way of awarding teachers bonuses based on performance, and indeed some school districts, notably Houston, are using value-added methods in pay-for-performance systems. Advocates point out that, despite their limitations, value-added measures are far superior to existing measures of performance. Value-added assessment represents an improvement over existing forms of measurement, but practitioners find challenges in how it is being implemented, especially when tied to teacher incentive bonuses. (Contains 5 resources.)
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee; Texas