Different Tests, Different Answers: The Stability of Teacher Value-Added Estimates Across Outcome Measures

Recently, educational researchers and practitioners have turned to value-added models to evaluate teacher performance. Although value-added estimates depend on the assessment used to measure student achievement, the importance of outcome selection has received scant attention in the literature. Usin...

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Veröffentlicht in:	American educational research journal 2011-02, Vol.48 (1), p.163-193
1. Verfasser:	Papay, John P.
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic achievement Achievement Tests Correlation Correlation analysis Correlations Educational evaluation Educational Policy Educational research Educational Researchers Educational Testing English teachers Error of Measurement Estimates Evaluation Methods Evaluation Problems Health care outcome assessment High Stakes Tests Longitudinal Studies Measurement Measurement errors Merit Pay Modeling Outcomes of education Reading Achievement Reading Tests School districts Standardized tests Stanford Achievement Tests Teacher Effectiveness Teacher Evaluation Teachers Teaching, Learning, and Human Development Test Reliability Test scores Test Selection Testing Problems Urban areas Urban Schools Value added
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