ERIC Number: EJ1413205
Record Type: Journal
Publication Date: 2023
Pages: N/A
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1068-2341
Evaluating the Validity Evidence Surrounding the Use of Value-Added Models to Evaluate Teachers: A Systematic Review
Audrey Amrein-Beardsley; Matthew Ryan Lavery; Jessica Holloway; Margarita Pivovarova; Debbie L. Hahs-Vaughn
Education Policy Analysis Archives, v31 n117 2023
Local education agencies (LEAs) continue to use value-added models (VAMs) for teacher evaluation policies and purposes, often with consequences attached. Although the Every Student Succeeds Act (ESSA) provides more flexibility to LEAs, few have discontinued VAM use, suggesting they interpret VAMs as a valid measure of teacher effectiveness. In this systematic review, we used a framework built on the "Standards of Educational and Psychological Testing" (AERA et al., 2014) to examine validity evidence contained in 75 articles published in high-quality, peer-reviewed journals in which article authors supported or challenged user interpretations and uses of VAMs. Results with implications for educational policy are presented.
Descriptors: Value Added Models, Evaluation Methods, Teacher Evaluation, Teacher Effectiveness, Educational Policy, Educational Legislation, Elementary Secondary Education, Federal Legislation, Validity
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Publication Type: Journal Articles; Information Analyses
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Every Student Succeeds Act 2015
Grant or Contract Numbers: N/A