Lessons Learned

Strunk, Katharine O.; Weinstein, Tracey; Makkonen, Reino; Furedi, Drew

doi:10.1177/003172171209400311

Cited by 3 publications

(1 citation statement)

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“…1. See, for example, Sartain, Stoelinga, and Brown (2011) for a description of the system implemented in Chicago; Strunk, Weinstein, Makkonen, and Furedi (2012) for Los Angeles; and Marsh et al (2011) for New York.…”

Section: Declaration Of Conflicting Interestsmentioning

confidence: 99%

Approaches for Combining Multiple Measures of Teacher Performance

Martinez

Schweig

Goldschmidt

2016

Educational Evaluation and Policy Analysis

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A key question facing teacher evaluation systems is how to combine multiple measures of complex constructs into composite indicators of performance. We use data from the Measures of Effective Teaching (MET) study to investigate the measurement properties of composite indicators obtained under various conjunctive, disjunctive (or complementary), and weighted (or compensatory) models. We find that accuracy varies across models and cut-scores and that models with similar accuracy may yield different teacher classifications. Accuracy and consistency are greatest if composites are constructed to maximize reliability and lowest if they seek to optimally predict student test scores. We discuss the implications of the results for the validity of inferences about the performance of individual teachers, and more generally for the design of teacher evaluation systems.

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Section: Declaration Of Conflicting Interestsmentioning

confidence: 99%