Value-added models for teacher evaluation and accountability : Commonsense assumptionsValue-added models for teacher evaluation and accountability : Commonsense assumptions

Journal article

Amrein-Beardsley, Audrey and Holloway, Jessica. (2019). Value-added models for teacher evaluation and accountability : Commonsense assumptionsValue-added models for teacher evaluation and accountability : Commonsense assumptions. Educational Policy: an interdisciplinary journal of policy and practice. 33(3), pp. 516-542. https://doi.org/10.1177/0895904817719519
AuthorsAmrein-Beardsley, Audrey and Holloway, Jessica
Abstract

Despite the concerns regarding value-added models (VAMs), advocates hold strong to VAMs’ theoretical strengths and potentials, while adopting a set of agreed-upon albeit “heroic” set of assumptions, without research in support. These assumptions transcend promotional, policy, media, and research-based pieces, but they have never been made explicit as analyzed as a set or whole. The purpose of this study was to make unambiguous the assumptions that have been made within the VAM narrative that have often been accepted without challenge, and situate these assumptions within the research. Sources for analyses included 470 pieces, published within traditional and nontraditional outlets, from which we derived 27 prevailing assumptions.

Keywordsvalue-added models (VAMs); teacher evaluation; teacher accountability; educational reform; educational measurement; validity
Year2019
JournalEducational Policy: an interdisciplinary journal of policy and practice
Journal citation33 (3), pp. 516-542
PublisherSAGE Publications Inc.
ISSN0895-9048
Digital Object Identifier (DOI)https://doi.org/10.1177/0895904817719519
Scopus EID2-s2.0-85063948916
Research or scholarlyResearch
Page range516-542
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online12 Jul 2017
Publication process dates
Deposited01 Sep 2021
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