Different teacher-level effectiveness estimates, different results : Inter-model concordance across six generalized value-added models (VAMs)

Journal article

Sloat, Edward, Amrein-Beardsley, Audrey and Holloway, J.. (2018). Different teacher-level effectiveness estimates, different results : Inter-model concordance across six generalized value-added models (VAMs). Educational Assessment, Evaluation and Accountability. 30(4), pp. 367-397. https://doi.org/10.1007/s11092-018-9283-7
AuthorsSloat, Edward, Amrein-Beardsley, Audrey and Holloway, J.
Abstract

In this study, researchers compared the concordance of teacher-level effectiveness ratings derived via six common generalized value-added model (VAM) approaches including a (1) student growth percentile (SGP) model, (2) value-added linear regression model (VALRM), (3) value-added hierarchical linear model (VAHLM), (4) simple difference (gain) score model, (5) rubric-based performance level (growth) model, and (6) simple criterion (percent passing) model. The study sample included fourth to sixth grade teachers employed in a large, suburban school district who taught the same sets of students, at the same time, and for whom a consistent set of achievement measures and background variables were available. Findings indicate that ratings significantly and substantively differed depending upon the methodological approach used. Findings, accordingly, bring into question the validity of the inferences based on such estimates, especially when high-stakes decisions are made about teachers as based on estimates measured via different, albeit popular methods across different school districts and states.

Keywordsteacher accountability; teacher effectiveness; teacher evaluation; teacher quality; validity; value-added models
Year2018
JournalEducational Assessment, Evaluation and Accountability
Journal citation30 (4), pp. 367-397
PublisherSpringer Netherlands
ISSN1874-8597
Digital Object Identifier (DOI)https://doi.org/10.1007/s11092-018-9283-7
Scopus EID2-s2.0-85050908415
Research or scholarlyResearch
Page range367-397
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online28 Jul 2018
Publication process dates
Accepted13 Jul 2018
Deposited06 Sep 2021
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