Evaluating Special Educator Effectiveness: Addressing Issues Inherent to Value-Added Modeling
States are increasingly using value-added approaches to evaluate teacher effectiveness. There is much debate regarding whether these methods should be employed and, if employed, what role such methods should play in comprehensive teacher evaluation systems. In this article, we consider the use of va...
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| Veröffentlicht in: | Exceptional children 2014-04, Vol.80 (3), p.323-336 |
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| creator | Steinbrecher, Trisha D. Selig, James P. Cosbey, Joanna Thorstensen, Beata I. |
| description | States are increasingly using value-added approaches to evaluate teacher effectiveness. There is much debate regarding whether these methods should be employed and, if employed, what role such methods should play in comprehensive teacher evaluation systems. In this article, we consider the use of value-added modeling (VAM) to evaluate special educators. We examine the potential difficulties that may be due to individualized needs and characteristics of students with disabilities, the context within which special education services are delivered, and aspects of VAM that have a differential impact on the value-added scores of special education teachers. |
| doi_str_mv | 10.1177/0014402914522425 |
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| source | Education Source (EBSCOhost); SAGE Complete |
| subjects | Academic achievement Achievement Tests Alternative Assessment Analysis Delivery Systems Disabilities Educational Environment Elementary Secondary Education Evaluation Evaluation Methods Federal Programs Inclusion Methods No Child Left Behind Act 2001-US Practice Special education Special Education Teachers Standardized Tests State Standards Students with disabilities Teacher Effectiveness Teacher Evaluation Teacher evaluations Teachers of disabled children Teachers, Rating of Teaching Conditions Test Validity |
| title | Evaluating Special Educator Effectiveness: Addressing Issues Inherent to Value-Added Modeling |
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