The SAS Education Value-Added Assessment System (SAS® EVAAS®) in the Houston Independent School District (HISD): Intended and Unintended Consequences

Amrein‐Beardsley, Audrey; Collins, Clarin

doi:10.14507/epaa.v20n12.2012

Cited by 50 publications

(50 citation statements)

References 30 publications

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“…Their scores are already at the top, and they have nowhere to go, so the teacher will get a low rating" (Ravitch 2014). Others have made similar arguments (National Research Council 2009;Amrein-Beardsley and Collins 2012;Haertel 2013;Darling-Hammond 2015). The idea that test score ceilings leave teachers of gifted students with nowhere to go has become so well-accepted that the official American Educational Research Association (AERA) statement on value-added models (2015) states "their meaning should be interpreted in the context of an individual teacher's curriculum and teaching assignments, with cautions issued regarding common interpretation problems, such as ceiling and floor effects of the tests for estimating growth for high-and low-achieving students. "…”

Section: Introductionmentioning

confidence: 87%

How do Test Scores at the Ceiling Affect Value-Added Estimates?

Resch

Isenberg

2018

Statistics and Public Policy

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Some educators are concerned that students with test scores at top of the test score distribution will negatively affect the value-added estimates of teachers of those students. A conventional wisdom has sprung up suggesting that students with very high test scores have "no room to grow, " so value-added estimates for teachers with high-performing students will be depressed even for highly effective teachers. Using empirical data, we show that under normal circumstances, in which few students score at the ceiling, a teacher of high-performing students-even with many students scoring at the ceiling on the pre-test-can have a high value-added estimate. To understand how more extreme ceiling effects can change value-added estimates, we simulate a low ceiling, causing student test achievement data of high-scoring students to become less precise when a single score represents a large range of possible achievement. We find that the problem of test score ceilings for an evaluation system is not that it pushes the value added of every teacher of high-achieving students toward the bottom of the distribution of teachers, but rather shrinks it toward the middle.

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Section: Introductionmentioning

confidence: 87%

How do Test Scores at the Ceiling Affect Value-Added Estimates?

Resch

Isenberg

2018

Statistics and Public Policy

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“…When cash bonuses have been tried, they have usually been tied to student test scores. These clearly have not worked well in education (Amrein-Beardsley & Collins, 2012;Madaus, Ryan, Kelleghan, & Airasian, 1987). For the most part, teaching is a "flat" profession, with few opportunities to do much else than teach.…”

Section: Why Evaluate Teachers?mentioning

confidence: 99%

Between Scylla and Charybdis: Reflections on and problems associated with the evaluation of teachers in an era of metrification

Berliner

2018

EPAA

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Abstract:The Scylla and Charybdis in this discussion of teacher evaluation are standardized achievement test data on the one hand, and classroom observational systems on the other. These are the two most common methods used to judge teachers' competency. Both have serious flaws: the former primarily with validity, the latter primarily with reliability. At most these evaluation strategies provide teachers' and their supervisors information about which to converse. But these two methods have such serious flaws that they should never be used as the primary grounds for rewarding, punishing, or firing teachers. When both methods of evaluation are used to judge teacher competency, the correlation between achievement tests and observational data is quite low. When two methods claiming to assess the same construct do not correlate well, either one or both Reflexiones sobre problemas asociados con la evaluación de maestros en una época de mediciones Resumen: En esta discusión de la evaluación de los maestros Escila y Caribdis representan, por un lado, las pruebas estandarizadas de desempeño y, por el otro, los sistemas de observación de clase. Estos son los dos métodos más comunes para juzgar la competencia de los maestros. Ambos tienen serias deficiencias; el primero con su validez, el segundo básicamente con su confiabilidad. En el mejor de los casos, estas estrategias de evaluación ofrecen a los maestros y sus supervisores temas de conversación; pero ambos tienen serias deficiencias y no deberían usarse en ningún caso como fundamentos para premiar, castigar o despedir a los maestros. Cuando ambos métodos se usan para juzgar la competencia de los maestros, la correlación entre pruebas de desempeño y datos derivados de la observación es muy baja. Cuando los dos métodos aseguran evaluar el mismo constructo, no se correlacionan bien; uno o ambos fracasan al evaluar el constructo pretendido. Hay dos alternativas para navegar entre Escila y Caribdis: la "Evaluación basada en las obligaciones de los maestros" y las "medidas de desempeño". Estos métodos son muy recomendables, aunque como todo método de evaluación personal, la confiabilidad y la validez siguen siendo asuntos de discusión muy problemáticos. Palabras-clave: Evaluación de maestros; malos maestros; pruebas estandarizadas de logro; instrumentos de observación; observación en clase; validación de constructos; evaluación basada en las obligaciones de los maestrosReflexões sobre problemas associados à avaliação de professores em um momento de medições Resumo: Nesta discussão da avaliação dos professores Scylla e Charybdis, eles representam, por um lado, os testes de desempenho padronizados e, por outro, os sistemas de observação de classe. Estes são os dois métodos mais comuns para julgar a competência dos professores. Ambos têm sérias deficiências; o primeiro com sua validade, o segundo basicamente com sua confiabilidade. Na melhor das hipóteses, essas estratégias de avaliação oferecem aos professores e seus supervisores tópicos de conversação; mas ambos têm sérias d...

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“…It basically helps in the evaluation of the effectiveness of educators in delivering their content to students. Secondly, policy makers at the university are able to conduct more rigorous longitudinal analysis of the student test results at the university with SAS EVAAS (Amrein-Beardsley & Collins, 2012). This is attained through the assessment of the accessibility of students to opportunities and services offered through the cloud.…”

Section: Quality Of Service (Qos) and Quality Of Experience (Qoe) Formentioning

confidence: 99%

Migration of Cloud Services and Deliveries to Higher Education

Alsufyani

Safdari

Chang

2015

Proceedings of the 2nd International Workshop on Emerging Software as a Service and Analytics

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Keywords:Cloud computing, Cloud computing business framework, quality of service, quality of experience.Abstract: This paper discusses the adoption of cloud computing in education. It emphasizes the view that cloud computing is vital in the education sector because of its ability to reduce the overall costs of IT infrastructure installation and maintenance, improvement of efficiency, and the sharing of IT resources among students. The flexibility of cloud computing and its reliability makes it more appropriate for use in the educational environment. The Leeds Beckett University cloud project utilizes the SAS Educational Value-Added Assessment System, which gives lecturers the opportunity to deliver accurate content to students while monitoring their progress. Contemporary educational institutions should look forward to improve their research and education through cloud computing.

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The SAS Education Value-Added Assessment System (SAS® EVAAS®) in the Houston Independent School District (HISD): Intended and Unintended Consequences

Cited by 50 publications

References 30 publications

How do Test Scores at the Ceiling Affect Value-Added Estimates?

How do Test Scores at the Ceiling Affect Value-Added Estimates?

Between Scylla and Charybdis: Reflections on and problems associated with the evaluation of teachers in an era of metrification

Migration of Cloud Services and Deliveries to Higher Education

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