The Determination of the Significance of Change Between Pre- and Posttesting Periods

Linn, Robert L.; Slinde, Jeffrey A.

doi:10.3102/00346543047001121

Cited by 277 publications

(115 citation statements)

References 27 publications

Supporting

Mentioning

112

Contrasting

Unclassified

Order By: Relevance

“…And, while the use of simple gain scores has long been questioned (e.g., Cronbach & Furby, 1970;Linn & Slinde, 1977), more sophisticated forms of gain score analysis addressing some of the earlier critiques have emerged in the context of what is broadly called valueadded modeling (VAM).…”

Section: Review Of Literaturementioning

confidence: 99%

Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts

Newton

Darling‐Hammond

Haertel

et al. 2010

EPAA

119

142

View full text Add to dashboard Cite

Recent policy interest in tying student learning to teacher evaluation has led to growing use of value-added methods for assessing student learning gains linked to individual teachers. VAM analyses rely on complex assumptions about the roles of schools, multiple teachers, student aptitudes and efforts, homes and families in producing measured student learning gains. This article reports on analyses that examine the stability of high school teacher effectiveness rankings across differing conditions. We find that judgments of teacher effectiveness for a given teacher can vary substantially across statistical models, classes taught, Education Policy Analysis Archives Vol. 18 No. 23 2 and years. Furthermore, student characteristics can impact teacher rankings, sometimes dramatically, even when such characteristics have been previously controlled statistically in the value-added model. A teacher who teaches less advantaged students in a given course or year typically receives lower effectiveness ratings than the same teacher teaching more advantaged students in a different course or year. Models that fail to take student demographics into account further disadvantage teachers serving large numbers of low-income, limited English proficient, or lower-tracked students. We examine a number of potential reasons for these findings, and we conclude that caution should be exercised in using student achievement gains and value-added methods to assess teachers' effectiveness, especially when the stakes are high.Keywords: Value-Added Models; Teacher Effectiveness; Accountability and Policy. Modelos de Valor Añadido de la Eficacia DocenteResumen: El reciente interés para relacionar los resultados de los aprendizajes de los estudiantes con las evaluaciones docentes ha provocado un uso creciente de Métodos de Valor Añadido (MVA) para evaluar incrementos en los aprendizajes de los alumnos. Los análisis MVA se basan en hipótesis complejas acerca del papel que desempeñan las escuelas, los profesores, las aptitudes de los estudiantes, sus esfuerzos, sus hogares y familias en la producción de incrementos medibles de aprendizaje estudiantil . Este artículo discute los análisis que examinan la estabilidad de las clasificaciones de eficacia de profesores de escuelas secundarias a través de diferentes condiciones. Encontramos que valoraciones de la efectividad docente de un profesor/a pueden variar substancialmente a través de los distintos modelos estadísticos, las clases enseñadas y los años de experiencia. Además, las características de los estudiantes pueden impactar drásticamente las clasificaciones de los profesores, aún cuando tales características hayan sido previamente controladas estadísticamente en un MVA. Los profesores que enseñan a los estudiantes menos aventajados en un curso o año determinado reciben clasificaciones de eficacia más bajas que cuando un mismo profesor está enseñando a los estudiantes más aventajados en otro curso o año. Los modelos que no toman en cuenta las características demográficas de los es...

show abstract

Section: Review Of Literaturementioning

confidence: 99%

Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts

Newton

Darling‐Hammond

Haertel

et al. 2010

EPAA

119

142

View full text Add to dashboard Cite

show abstract

“…Linn & Slinde, 1977). The main explanatory variable was whether the participant self-identified as overweight at baseline (T -1), as shown in Model 1.…”

Section: Analytical Strategymentioning

confidence: 99%

Does Knowing Hurt? Perceiving Oneself as Overweight Predicts Future Physical Health and Well-Being

2017

View full text Add to dashboard Cite

Self-identification as being 'overweight' may be associated with adverse health outcomes, yet prospective evidence examining this possibility is lacking. Over 7-years, we examined associations between perceived overweight and subsequent health in a sample of 3,582 US adults. Perceived overweight predicted longitudinal declines in subjective health (d =.22, p <.001), increases in depressive symptoms (d =.09, p < .05), and raised levels of physiological dysregulation (d =.24, p <.001) as gauged by clinical indicators of cardiovascular, inflammatory and metabolic functioning. These associations remained after controlling for a range of potential confounders and were observed irrespective of whether self-perceptions of overweight were accurate or inaccurate. The present research highlights the possibility that self-identification as overweight may act independently of body mass index to contribute to unhealthy profiles of physiological functioning and impaired health over time. These findings underscore the importance of evaluating whether weight feedback interventions may have unforeseen adverse consequences.

show abstract

“…Lee and Smith chose to incorporate two measures of achievement (measured in 8th and 10th grades) by defining their outcome as the gain in achievement over the 2-year period (the primary alternative would have been to use 8th-grade achievement as a covariate in a model of lOth-grade achievement). Gain scores, or difference scores, have been much criticized as "unreliable" (e.g., Bereiter, 1963;Linn & Slinde, 1977;see Willett, 1988, for a review); more recently, however, the deficiencies of difference scores have been described as "perceived rather than actual, imaginary rather than reaΓ (Willett, 1988, p. 367; see also Rogosa, Brandt, & Zimowski, 1982;Rogosa & Willett, 1983;Zimmerman, Brotohusodo, & Williams, 1981). The difference score is an unbiased measure of the true change in an outcome, a reasonable measure of growth when one has data from only two time points (Willett, 1988).…”

Section: Multilevel Models: Effects Of Social Contexts At the Individmentioning

confidence: 99%

Quantitative Methods for Studying Social Context in Multilevels and through Interpersonal Relations

Frank¹

1998

Review of Research in Education

View full text Add to dashboard Cite

The Determination of the Significance of Change Between Pre- and Posttesting Periods

Cited by 277 publications

References 27 publications

Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts

Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts

Does Knowing Hurt? Perceiving Oneself as Overweight Predicts Future Physical Health and Well-Being

Quantitative Methods for Studying Social Context in Multilevels and through Interpersonal Relations

Contact Info

Product

Resources

About