Sensitivity of School-Performance Ratings to Scaling Decisions

Ng, Hui Leng; Koretz, Daniel

doi:10.1080/08957347.2015.1062764

Cited by 2 publications

(1 citation statement)

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“…For example, validity of test scores is weak when conclusions on student learning vary widely depending on the applied scaling models (i.e., models on the internal structure of tests). Importantly, this variability in test scores also leads to variability in VA scores which in turn undermines their validity as a measure of teacher or school effectiveness (see, e.g., Amrein-Beardsley and Barnett 2012; Ng and Koretz 2015;Pham 2018). In the present article, we assumed that the underlying test scores used for calculating VA scores are valid measures of students' achievement.…”

Section: Statistical Adjustments: Methodological Challenges and Empirical Resultsmentioning

confidence: 99%

Methodological issues in value-added modeling: an international review from 26 countries

et al. 2019

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Value-added (VA) modeling can be used to quantify teacher and school effectiveness by estimating the effect of pedagogical actions on students' achievement. It is gaining increasing importance in educational evaluation, teacher accountability, and high-stakes decisions. We analyzed 370 empirical studies on VA modeling, focusing on modeling and methodological issues to identify key factors for improvement. The studies stemmed from 26 countries (68% from the USA). Most studies applied linear regression or multilevel models. Most studies (i.e., 85%) included prior achievement as a covariate, but only 2% included noncognitive predictors of achievement (e.g., personality or affective student variables). Fifty-five percent of the studies did not apply statistical adjustments (e.g., shrinkage) to increase precision in effectiveness estimates, and 88% included no model diagnostics. We conclude that research on VA modeling can be significantly enhanced regarding the inclusion of covariates, model adjustment and diagnostics, and the clarity and transparency of reporting.Keywords Value-added modeling . Literature review . Primary and secondary education . Teacher effectiveness . School effectiveness What is the added value from attending a certain school or being taught by a certain teacher? To answer this question, the value-added (VA) model was developed. In this model, the actual achievement attained by students attending a certain school or being

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Section: Statistical Adjustments: Methodological Challenges and Empirical Resultsmentioning

confidence: 99%

Methodological issues in value-added modeling: an international review from 26 countries

et al. 2019

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Is Teacher Value Added a Matter of Scale? The Practical Consequences of Treating an Ordinal Scale as Interval for Estimation of Teacher Effects

Soland

2016

Applied Measurement in Education

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Sensitivity of School-Performance Ratings to Scaling Decisions

Abstract: or 285 Ghim Moh Road, Singapore 279622. The opinions expressed in the article are those of the authors and do not represent the views of the Singapore Ministry of Education.

Cited by 2 publications

References 15 publications

Methodological issues in value-added modeling: an international review from 26 countries

Methodological issues in value-added modeling: an international review from 26 countries

Is Teacher Value Added a Matter of Scale? The Practical Consequences of Treating an Ordinal Scale as Interval for Estimation of Teacher Effects

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