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Value-added models for teacher evaluation and accountability : Commonsense assumptionsValue-added models for teacher evaluation and accountability : Commonsense assumptions
Amrein-Beardsley, Audrey Holloway, Jessica
Amrein-Beardsley, Audrey
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.
Keywords
value-added models (VAMs), teacher evaluation, teacher accountability, educational reform, educational measurement, validity
Date
2019
Type
Journal article
Journal
Educational Policy: an interdisciplinary journal of policy and practice
Book
Volume
33
Issue
3
Page Range
516-542
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