A Potential Outcomes View of Value-Added Assessment in Education

Rubin, Donald B.; Stuart, Elizabeth A.; Zanutto, Elaine

doi:10.3102/10769986029001103

Cited by 167 publications

(118 citation statements)

References 47 publications

(54 reference statements)

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“…Several other authors, such as Aitkin and Longford (1986), McPherson (1992), Goldstein et al (1993), Willms and Raudenbush (1989), Rubin et al (2004) pointed out methodological requisites for the use of value added and/or adjusted comparison in the educational context. In short, such requisites are: (1) to assess baseline knowledge/skills (student prior achievement); (2) to consider the longitudinal nature of progress; (3) to consider the multilevel structure of the population under study (reflected in the data collected); (4) to consider extra-school factors that may enhance or slow down progress, such as the socio-economic and cultural level of the students.…”

Section: Statistical Modelsmentioning

confidence: 99%

Adjusting for measurement error in the value added model: evidence from Portugal

Ferrão

2008

Qual Quant

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The multilevel value added approach to measuring school effectiveness is now widely used. We propose a method to adjust for measurement error to investigate the extent to which this changes school effect estimates. It is applied to longitudinal data collected in the region of Cova da Beira (NUT III) for 1st, 3rd, 5th, 7th and 8th grades. Three different variance component models are considered, depending on the predictor variables included. Assuming measurement error occurs in explanatory and/or response variables, corrections are made for different values of the coefficient of reliability. Moreover, models are fitted under the assumption of either independent or correlated measurement errors.

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Section: Statistical Modelsmentioning

confidence: 99%

Adjusting for measurement error in the value added model: evidence from Portugal

Ferrão

2008

Qual Quant

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“…FERRÃO, 2014;FERRÃO & COUTO, 2013;REARDON & RAUDENBUSH, 2009;RUBIN et al, 2004) Qualquer dos cinco artigos traz ao debate as diferentes possibilidades de modelação na produção de indicadores de desempenho institucional e profissional. Dois deles (FERRÃO & COUTO, 2013;SOARES et al, 2017) abordam o tema a partir do modelo de resultados contextualizados e do de VA aplicados aos dados do Estudo Longitudinal da Geração Escolar (GERES) 2005, norteando a utilização com vantagem no apuramento do VA da escola.…”

Section: Quadrounclassified

Estatística Educacional E Política Pública: A Propósito Dos Modelos De Valor Acrescentado

Ferrão

2017

Educ. Soc.

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RESUMO: O artigo apresenta uma revisão sobre modelos de valor acrescentado e ligação à política pública em educação e ensino superior, omitindo os aspectos técnico-metodológicos que são por natureza complexos. Assim, o artigo destina-se, prioritariamente, a pesquisadores e atores de política educativa. Também procede à revisão sistemática da literatura científica publicada em periódicos do Brasil e de Portugal registados na plataforma SciELO, donde resulta a constatação de uma escassa produção face à agenda científica imposta pelas potencialidades inerentes à melhoria da educação e do ensino superior e, consequentemente, à prosperidade da sociedade. Por fim, são enunciadas três etapas principais para o desenvolvimento de um sistema de avaliação que inclua o indicador de valor acrescentado. Palavras-chave:Valor acrescentado. Avaliação. Responsabilização. Indicadores de desempenho. Educational statistics and public policy: on value added modelsABSTRACT: The article presents a review on value added models and connection to public policy in education and higher education, omitting the technical and methodological aspects that are by nature complex. Thus, the article is primarily aimed at researchers and actors of educational policy. It also proceeds to the systematic review of the scientific literature published in Brazilian and Portuguese journals registered in the SciELO platform, which results in the scarce production in view of the scientific agenda imposed by the potentialities inherent to the improvement of education and higher education and, consequently, to the prosperity of society. Finally, three main steps are set out for the development of an evaluation system that includes the value added indicator.

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“…cette méthode, largement utilisée dans les recherches quasi expérimentales en économie (voir lechner, 2002, pour un exemple sur les politiques du marché du travail) ou en épidémiologie, se révèle particulièrement prometteuse pour les futures recherches en éducation (rubin, stuart, & Zanutto, 2004). le score de propension peut être calculé de deux manières : par régres-sions logistiques et par les arbres de classification et de régression (connus sous le terme anglais classification and regression tree analysis -cart).…”

Section: Définition Et Hypothèsesunclassified

Le score de propension : un guide méthodologique pour les recherches expérimentales et quasi expérimentales en éducation

Lecocq

Ammi

Bellarbre

2016

mee

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La méthode du score de propension devient de plus en plus populaire pour estimer les effets causaux d’un programme d’intervention. Si les applications empiriques de cette méthode sont encore rares dans les recherches en éducation, des exemples de son utilisation se trouvent aisément dans d’autres disciplines. Cependant, sa mise en place soulève plusieurs questions. L’objectif de cet article est de fournir des éléments de réponses guidant le chercheur et l’évaluateur du domaine de l’éducation pour l’estimation et l’utilisation du score de propension. Les différentes étapes de son application sont présentées pas à pas : évaluation du biais de sélection, construction du score de propension et mesure de sa qualité, et choix des stratégies d’utilisation du score dans l’estimation des effets d’un traitement. Les questions méthodologiques soulevées sont discutées à chaque étape. Pour faciliter la compréhension, un exemple d’une expérimentation en maternelle illustre la méthode.Propensity score methods become increasingly popular for estimating the causal effects of an intervention. If empirical applications of this method are still unusual in education researches, examples can be found easily in other fields. However, its implementation raises several questions. The aim of this paper is to provide guidance to educational researchers regarding the estimation and the utilization of the propensity score. The various stages of its application are presented step by step: evaluation of the selection bias, construction of the propensity score and measurement of its quality, and decision on the strategies to use in the estimation of treatment effects. Methodological issues are discussed at each stage. To facilitate the understanding, an example of an experiment in kindergarten illustrates the method.O método da pontuação de propensão está tornar-se cada vez mais popular para estimar os efeitos causais de um programa de intervenção. Embora as aplicações empíricas deste método ainda sejam raras na investigação em educação, exemplos do seu uso podem ser facilmente encontrados noutras disciplinas. No entanto, a sua implementação levanta diversas questões. O objetivo deste artigo é fornecer algumas respostas para orientar o investigador e o avaliador do domínio da educação para a estimativa e uso da pontuação de propensão. As diferentes etapas da sua aplicação são apresentadas passo a passo: avaliação do viés de seleção, construção da pontuação de propensão e medição da sua qualidade e escolha das estratégias para o uso da pontuação na estimativa dos efeitos do tratamento. As questões metodológicas são discutidas em cada etapa. Para facilitar o entendimento, um exemplo de uma experiência no jardim-de-infância ilustra o método

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A Potential Outcomes View of Value-Added Assessment in Education

Cited by 167 publications

References 47 publications

Adjusting for measurement error in the value added model: evidence from Portugal

Adjusting for measurement error in the value added model: evidence from Portugal

Estatística Educacional E Política Pública: A Propósito Dos Modelos De Valor Acrescentado

Le score de propension : un guide méthodologique pour les recherches expérimentales et quasi expérimentales en éducation

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