Validating “value added” in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system

Journal article


Amrein-Beardsley, Audrey, Polasky, Sarah and Holloway-Libell, Jessica. (2016). Validating “value added” in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system. Educational Assessment, Evaluation and Accountability. 28(2), pp. 139-159. https://doi.org/10.1007/s11092-015-9234-5
AuthorsAmrein-Beardsley, Audrey, Polasky, Sarah and Holloway-Libell, Jessica
Abstract

One urban district in the state of Arizona sought to use an alternative achievement test (i.e., the Northwest Evaluation Association’s (NWEA) Measures of Academic Progress for Primary Grades (MAP)) to include more value-added ineligible teachers in the districts’ growth and merit pay system. The goal was to allow for its K-2 teachers to be more fairly and inclusively eligible for individual, teacher-level value-added scores and the differential merit pay bonuses that were to come along with growth. At the request of district administrators, researchers examined whether the different tests to be used, along with their growth estimates, yielded similar output (i.e., concurrent-related evidence of validity). Researchers found results to be (disappointingly for the district) chaotic, without underlying trend or order. Using the K-2 test for increased fairness and inclusivity was therefore deemed inappropriate. Research findings might be used to inform other districts’ examinations, particularly in terms of this early childhood test.

Keywordsvalue-added; growth; teacher effectiveness; fairness; validity; early childhood; participatory research
Year2016
JournalEducational Assessment, Evaluation and Accountability
Journal citation28 (2), pp. 139-159
PublisherSpringer Netherlands
ISSN1874-8597
Digital Object Identifier (DOI)https://doi.org/10.1007/s11092-015-9234-5
Scopus EID2-s2.0-84948151126
Research or scholarlyResearch
Page range139-159
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online25 Nov 2015
Publication process dates
Accepted02 Mar 2015
Deposited07 Sep 2021
Permalink -

https://acuresearchbank.acu.edu.au/item/8wvxx/validating-value-added-in-the-primary-grades-one-district-s-attempts-to-increase-fairness-and-inclusivity-in-its-teacher-evaluation-system

Restricted files

Publisher's version

  • 13
    total views
  • 0
    total downloads
  • 13
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Metrics, standards and alignment in teacher policy : Critiquing fundamentalism and imagining pluralism
Holloway, Jessica. (2021). Metrics, standards and alignment in teacher policy : Critiquing fundamentalism and imagining pluralism Springer Nature. https://doi.org/10.1007/978-981-33-4814-1
Datafication and surveillance capitalism : The Texas Teacher Evaluation and Support System (T-TESS)
Holloway, Jessica and Lewis, Steven. (2021). Datafication and surveillance capitalism : The Texas Teacher Evaluation and Support System (T-TESS). In In Wyatt-Smith, Claire, Lingard, Bob and Heck, Elizabeth (Ed.). Digital disruption in teaching and testing : Assessments, big data, and the transformation of schooling pp. 181-194 Routledge, Taylor & Francis Group.
Teacher accountability, datafication and evaluation : A case for reimagining schooling
Holloway, Jessica. (2020). Teacher accountability, datafication and evaluation : A case for reimagining schooling. Education Policy Analysis Archives. 28(56), pp. 1-12. https://doi.org/10.14507/epaa.28.5026
Using test scores to evaluate and hold school teachers accountable in New Mexico
Geiger, Tray J., Amrein-Beardsley, Audrey and Holloway, Jessica. (2020). Using test scores to evaluate and hold school teachers accountable in New Mexico. Educational Assessment, Evaluation and Accountability. 32(2), pp. 187-235. https://doi.org/10.1007/s11092-020-09324-w
School testing culture and teacher satisfaction
Smith, William C. and Holloway, Jessica. (2020). School testing culture and teacher satisfaction. Educational Assessment, Evaluation and Accountability. 32(4), pp. 461-479. https://doi.org/10.1007/s11092-020-09342-8
School autonomy, school accountability and social justice : Stories from two Australian school principals
Keddie, Amanda and Holloway, Jessica. (2020). School autonomy, school accountability and social justice : Stories from two Australian school principals. School Leadership and Management. 40(4), pp. 288-302. https://doi.org/10.1080/13632434.2019.1643309
Discourse analysis as theory, method, and epistemology in studies of education policy
Anderson, Kate T. and Holloway, Jessica. (2020). Discourse analysis as theory, method, and epistemology in studies of education policy. Journal of Education Policy. 35(2), pp. 188-221. https://doi.org/10.1080/02680939.2018.1552992
Competing locals in an autonomous schooling system : The fracturing of the ‘social’ in social justice
Holloway, Jessica and Keddie, Amanda. (2020). Competing locals in an autonomous schooling system : The fracturing of the ‘social’ in social justice. Educational Management, Administration & Leadership. 48(5), pp. 786-801. https://doi.org/10.1177/1741143219836681
The performative to the datafied teacher subject : Teacher evaluation in Tennessee
Holloway, Jessica and Goel La Londe, Priya. (2020). The performative to the datafied teacher subject : Teacher evaluation in Tennessee. In In Grek, Sotiria, Maroy, Christian and Verger, Antoni (Ed.). World yearbook of education 2021 : Accountability and datafication in the governance of education pp. 252-278 Routledge.
How is an inclusive agenda possible in an excluding education system? Revisiting the Danish Dilemma
Colling Larsen, Tobias, Holloway, Jessica and Hamre, Bjørn. (2019). How is an inclusive agenda possible in an excluding education system? Revisiting the Danish Dilemma. International Journal of Inclusive Education. 23(10), pp. 1049-1064. https://doi.org/10.1080/13603116.2019.1626497
Re-professionalizing teaching : The new professionalism in the United States
Brass, Jory and Holloway, Jessica. (2019). Re-professionalizing teaching : The new professionalism in the United States. Critical Studies in Education. https://doi.org/10.1080/17508487.2019.1579743
Examining the influence of international large-scale assessments on national education policies
Fischman, Gustavo E., Topper, Amelia Marcetti, Silova, Iveta, Goebel, Janna and Holloway, Jessica L.. (2019). Examining the influence of international large-scale assessments on national education policies. Journal of Education Policy. 34(4), pp. 470-499. https://doi.org/10.1080/02680939.2018.1460493
‘Make money, get money’ : How two autonomous schools have commercialised their services
Holloway, Jessica and Keddie, Amanda. (2019). ‘Make money, get money’ : How two autonomous schools have commercialised their services. Discourse : Studies in the Cultural politics of education. 40(6), pp. 889-901. https://doi.org/10.1080/01596306.2018.1451305
Risky teachers : Mitigating risk through high-stakes teacher evaluation in the USA
Holloway, Jessica. (2019). Risky teachers : Mitigating risk through high-stakes teacher evaluation in the USA. Discourse : Studies in the Cultural politics of education. 40(3), pp. 399-411. https://doi.org/10.1080/01596306.2017.1322938
Value-added models for teacher evaluation and accountability : Commonsense assumptionsValue-added models for teacher evaluation and accountability : Commonsense assumptions
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
Teacher evaluation as an onto-epistemic framework
Holloway, Jessica. (2019). Teacher evaluation as an onto-epistemic framework. British Journal of Sociology of Education. 40(2), pp. 174-189. https://doi.org/10.1080/01425692.2018.1514291
The OECD's campaign for distributed leadership : The risks of pushing for more accountability and teacher responsibility
Holloway, Jessica. (2019). The OECD's campaign for distributed leadership : The risks of pushing for more accountability and teacher responsibility. In In Ydesen, Christian (Ed.). The OECD’s historical rise in education the formation of a global governing complex pp. 199-217 Springer International Publishing. https://doi.org/10.1007/978-3-030-33799-5_10
Teachers as leaders : Accountability era school leadership and the limits of democratic participation
Holloway, J., Kerr, Jessica and Zacharakis, Jeffrey. (2019). Teachers as leaders : Accountability era school leadership and the limits of democratic participation. In In McMahon, Brenda J. and Merriweather, Lisa R. (Ed.). Convictions of conscience : How voices from the margins inform public actions and educational leadership pp. 181-197 Information Age Publishing Inc.
Different teacher-level effectiveness estimates, different results : Inter-model concordance across six generalized value-added models (VAMs)
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
Prescribed distributed leadership in the era of accountability : The experiences of mentor teachers
Holloway, Jessica, Nielsen, Ann and Saltmarsh, Sarah. (2018). Prescribed distributed leadership in the era of accountability : The experiences of mentor teachers. Educational Management, Administration & Leadership. 46(4), pp. 538-555. https://doi.org/10.1177/1741143216688469
Making accountable teachers : The terrors and pleasures of performativity
Holloway, Jessica and Brass, Jory. (2018). Making accountable teachers : The terrors and pleasures of performativity. Journal of Education Policy. 33(3), pp. 361-382. https://doi.org/10.1080/02680939.2017.1372636
School reforms, market logic, and the politics of inclusion in the United States and Denmark
Holloway, Jessica and Hamre, Bjørn. (2018). School reforms, market logic, and the politics of inclusion in the United States and Denmark. In In Hamre, Bjørn, Morin, Anne and Ydesen, Christian (Ed.). Testing and inclusive schooling : International challenges and opportunities pp. 105-120 Routledge.
The murky waters of neoliberal marketization and commodification on the education of adults in the United States
Zacharakis, Jeff and Holloway, Jessica. (2016). The murky waters of neoliberal marketization and commodification on the education of adults in the United States. The European Journal for Research on the Education and Learning of Adults. 7(2), pp. 223-236. https://doi.org/10.3384/rela.2000-7426.rela9083
What counts as good teaching? How a student growth percentile model has defined teacher quality at one urban middle school
Holloway, Jessica. (2016). What counts as good teaching? How a student growth percentile model has defined teacher quality at one urban middle school. In In Kappler Hewitt, Kimberly and Amrein-Beardsley, Audrey (Ed.). Student growth measures in policy and practice : Intended and unintended consequences of high-stakes teacher evaluations pp. 137-152 Palgrave Macmillan Ltd.. https://doi.org/10.1057/978-1-137-53901-4_7