In this commentary, the author states that, as the contributions of the focal articles make clear, there is much to learn about how value-added models (VAMs) are actually used in a variety of settings. Indeed, it is important to remember that VAM scores are but one component of a complex evaluation system that can play out differently in different…

The five thoughtful papers included in this issue of "Educational Researcher" ("ER") raise new questions about the use of value-added methods (VAMs) to estimate teachers' contributions to students' learning as part of personnel evaluation. The papers address both technical and implementation concerns, considering potential…

Our aim in this article is to draw attention to some underappreciated problems in the design and implementation of evaluation systems that incorporate value-added measures. We focus on four: (1) taking into account measurement error in teacher assessments, (2) revising teachers' scores as more information becomes available about their students,…

In recent years, interest has grown in using classroom observation as a means to several ends, including teacher development, teacher evaluation, and impact evaluation of classroom-based interventions. Although education practitioners and researchers have developed numerous observational instruments for these purposes, many developers fail to…