Value-Added Models of Assessment: Implications for Motivation and Accountability

Anderman, Eric M.; Anderman, Lynley H.; Yough, Mike; Gimbert, Belinda

doi:10.1080/00461521003703045

Cited by 60 publications

(50 citation statements)

References 73 publications

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“…Os alunos tendem a perceber um clima psicológico em suas classes, que representa uma estrutura definida de metas, que consiste de políticas e práticas adotadas pelos professores e pela escola como um todo, associadas a mensagens explícitas que são comunicadas aos alunos (Ames, 1992;Anderman, Anderman, Yough, & Gimbert, 2010). Em poucas palavras, professores diferentes, com suas ações e verbalizações, criarão estruturas que, como efeito probabilístico, levarão seus alunos a abraçarem uma ou outra meta de realização, com suas consequências comportamentais e afetivas.…”

Section: Influências Socioambientais Na Adoção De Metasunclassified

Motivação e Autorregulação da Motivação no Contexto Educativo

Bzuneck¹,

Boruchovitch²

2016

Psicol. Ensino & Form.

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Section: Influências Socioambientais Na Adoção De Metasunclassified

Motivação e Autorregulação da Motivação no Contexto Educativo

Bzuneck¹,

Boruchovitch²

2016

Psicol. Ensino & Form.

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“…The analysis is intended to test the kinds of VAM that are likely to be used in the near-term by states or schools given the requirements of Race to the Top and kinds of data currently available in most locales. From a measurement perspective, these data are generally based on tests of specific gradelevel standards, rather than vertically-scaled assessments designed to measures student growth reliably across consecutive grades (Anderman, Anderman, Yough, & Gimbert, 2010;Good, Wiley, & Sabers, 2010) -an approach that has been reinforced by federal requirements under No Child Left Behind. From a data perspective, few states can tie teacher identities to large samples of students for whom they can track multiple years of data.…”

Section: Introductionmentioning

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

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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...

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“…One of the most troubling aspects of more traditional performance-based assessment is that many students never experience success, regardless of the amount of learning and progress they make, because they are only ever measured against standards and through comparison to their peers (Orfield & Lee as cited in Anderman et al, 2010). Value-added assessment acknowledges the learning and progress made by an individual and tends to better represent achievement that is the result of the instruction they have received (Anderman et al, 2010).…”

Section: Learning and Assessment In Teacher Educationmentioning

confidence: 99%

“…Growth models and value-added models are two related models that have been said to achieve effective measurement of change in student learning (Briggs, Weeks and Wiley, 2008). Anderman, et al (2010) report that valueadded models, based on goal orientation theory, have the potential to increase academic motivation; particularly when they affect instruction; thus promoting the combined use of value-added and formative assessment. It also closely links to the motivation of students and thus ties in with the argument for constructive alignment of assessment processes with teaching and learning practices in higher education.…”

Section: Learning and Assessment In Teacher Educationmentioning

confidence: 99%

“…Another key assessment issue lies in the constant challenge in educational research to find ways to evaluate changes in student achievement (Briggs, Weeks & Wiley, 2008;Anderman, Anderman, Yough and Gimbert, 2010). Growth models and value-added models are two related models that have been said to achieve effective measurement of change in student learning (Briggs, Weeks and Wiley, 2008).…”

Section: Learning and Assessment In Teacher Educationmentioning

confidence: 99%

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