Wisconsin Studies of the Measurement and Prediction of Teacher Effectiveness a Summary of Investigations

Barr, A. S.; Worcester, D. A.; Abell, Allan A.; Beecher, Clarence; Jensen, Leland E.; Peronto, Archie L.; Ringness, Thomas A.; Schmid, John

doi:10.1080/00220973.1961.11010706

Cited by 44 publications

(26 citation statements)

References 19 publications

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“…Throughout its history, however, research on teacher effectiveness has found few consistent relationships between teacher variables and effectiveness measures, typically operationalized as student test scores (e.g., Barr, 1961;Morsh & Wilder, 1954;Rosenshine, 1970). Consequently, earlier scholars (e.g., Brophy, 1973) argued against "the indiscriminate use of student gain or general achievement tests for assessing teacher accountability" and stressed that " [u]ntil the sources of instability become known and are eliminated or controlled, this procedure is inappropriate, and certainly unfair to many teachers" (p. 251).…”

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

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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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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

“…This argument represents what, to be charitable, can only be called severe myopia with regard to both the history of research on teacher quality and reasonable, open-minded investigation of test validation. With regard to research on teacher quality, two classic studies on teacher quality are noteworthy; namely, the Charters and Waples (1929) Commonwealth Teacher Training Study, and the work of A.S. Barr et al (1961). The Commonwealth Teacher Training Study was intended to identify "the traits that characterize excellent teachers" (p. 4) and the activities of successful teachers so as to provide a sound and empirical basis for "modem" teachertraining curricula.…”

Section: Measuring Teacher Qualitiesmentioning

confidence: 99%

Charms Talismanic: Testing Teachers for the Improvement of American Education

Haney¹,

Madaus²,

Kreitzer³

1987

Review of Research in Education

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“…Of 138 studies, summarised by Barr (1948), only 19 used student gain as a criterion of teacher competence, and Mitzel and Gross (1956) reported only 20 studies which had a student growth criterion to measure teacher effectiveness.…”

Section: Teacher Effectiveness Criteriamentioning

confidence: 99%

The Assessment of Teaching Practice : What criteria should we choose?

Hodgson

1976

AJTE

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Wisconsin Studies of the Measurement and Prediction of Teacher Effectiveness a Summary of Investigations

Cited by 44 publications

References 19 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

Charms Talismanic: Testing Teachers for the Improvement of American Education

The Assessment of Teaching Practice : What criteria should we choose?

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