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Validating “value added” in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system
Amrein-Beardsley, Audrey Polasky, Sarah Holloway-Libell, Jessica
Amrein-Beardsley, Audrey
Polasky, Sarah
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.
Keywords
value-added, growth, teacher effectiveness, fairness, validity, early childhood, participatory research
Date
2016
Type
Journal article
Journal
Educational Assessment, Evaluation and Accountability
Book
Volume
28
Issue
2
Page Range
139-159
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled