The principal axis approach to value-added calculation

He, Qingping; Tymms, Peter

doi:10.1080/13803611.2013.860036

Cited by 3 publications

(3 citation statements)

References 28 publications

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“…The literature that primarily addressed VA modeling for program evaluation, rather than VAM-A, was also eliminated. In addition, papers primarily addressing or comparing VA models with alternative growth model approaches such as the use of student growth percentiles (Betebenner, 2011) or principal axes (He & Tymms, 2014) were not included. Although it is true that these approaches are also sometimes referred to as “value-added models,” many statistical assumptions differ for these alternative approaches.…”

Section: Methodsmentioning

confidence: 99%

Value-Added Modeling and Educational Accountability

Everson

2016

Review of Educational Research

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Value-added estimates of teacher or school quality are increasingly used for both high-and low-stakes accountability purposes, making understanding of their limitations critical. A review of the recent value-added literature suggests three concerns with the state of the research. First, the issues receiving the most research attention have not always been the concerns of greatest importance to theorists or critics. Second, there has been insufficient research on the interactions among various issues or assumption violations. Third, some of the big issues in value-added modeling have been challenging to address and may require educators to step back and answer some underlying philosophical questions about the nature of teacher and school quality.

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Section: Methodsmentioning

confidence: 99%

Value-Added Modeling and Educational Accountability

Everson

2016

Review of Educational Research

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“…The impact of these ‘other factors’ specifically relates to the effect that, for example, socioeconomic circumstances and student prior attainment have on value-added test scores. As asserted by He and Tymms (2014: 26): ‘Test scores reﬂect the combined inﬂuences of a number of factors such as the learning environment in the school, the socioeconomic background of the students, the student’s attitudes towards study, the academic achievement attained before entering the school, and many others’.…”

Section: Introductionmentioning

confidence: 99%

Quality and the rise of value-added in education: The case of Ireland

Brown

McNamara

O’Hara

2016

Policy Futures in Education

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This paper examines the rise of value-added as a measure of quality in education. As a point of departure, the paper begins with an analysis of the rise of the concept of quality in education and discusses how, at times, various contradictory determinants of quality have managed to influence the evaluation and assessment frameworks of most countries. Leading on from this, the second part of the paper provides a discussion on the use of value-added as a determinant of quality in education. Finally, the study concludes with a discussion on the challenges relating to the introduction of value-added into the Irish education system, a development which will, arguably, become a contentious educational reform initiative within the future landscape of Irish education.

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“…In this way, differences in achievement that already exist among students when they enter a school become increasingly greater as they progress through school. Studies [see 32,70] that frequently assess students' gain in learning in relation to prior attainment have clearly shown this. Over the years, literature has it that achievement scores are deemed only to mirror the current attainment of a student in relation to the time of testing and do not give a complete depiction of the influence of other factors on the learning continuum such as the school, teachers, and resources on the student's performance throughout the study period in the school [32].…”

Section: Discussionmentioning

confidence: 96%

A Multiple Mediation Analysis of the Effect of Prior Performance on Academic Achievement Through Student Teachers’ Motivational Orientations

Anane¹

2020

HER

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The study investigated the mediational effect of student teachers' motivational orientations on the relationship between prior performance and academic achievement. This cross-sectional correlation study employed a survey approach in the collection of quantitative data. Stratified and Systematic sampling approaches were used in selecting 500 student teachers for the study. The results indicated that students ranked extrinsic motivation, value for task or course materials, and selfefficacy for learning as high motivators for learning. The independent samples t-tests for differences in means of first-and second-year students' reported motivational orientations showed a statistically significant difference in their use of extrinsic motivation, control of learning beliefs, and task value as learning strategies. First-year students' reported means were higher than that of the second-year students. The results from the study, taken as a set, indicated that student teachers' motivational orientations significantly mediated the relationship between prior performance (entry aggregates) and academic achievement (GPA). Approximately 16.7% of the change in the effect of prior performance on academic achievement was due to the presence of the motivation variables. Overall, prior performance plus student teachers motivational orientations explained about 42% of the variations in their academic achievement.

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The principal axis approach to value-added calculation

Cited by 3 publications

References 28 publications

Value-Added Modeling and Educational Accountability

Value-Added Modeling and Educational Accountability

Quality and the rise of value-added in education: The case of Ireland

A Multiple Mediation Analysis of the Effect of Prior Performance on Academic Achievement Through Student Teachers’ Motivational Orientations

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