Rethinking value-added models in education

Critical perspectives on tests and assessment-based accountability

Research output: Book/ReportBook

46 Citations (Scopus)

Abstract

Since passage of the of No Child Left Behind Act in 2001, academic researchers, econometricians, and statisticians have been exploring various analytical methods of documenting students‘ academic progress over time. Known as value-added models (VAMs), these methods are meant to measure the value a teacher or school adds to student learning from one year to the next. To date, however, there is very little evidence to support the trustworthiness of these models. What is becoming increasingly evident, yet often ignored mainly by policymakers, is that VAMs are 1) unreliable, 2) invalid, 3) nontransparent, 4) unfair, 5) fraught with measurement errors and 6) being inappropriately used to make consequential decisions regarding such things as teacher pay, retention, and termination. Unfortunately, their unintended consequences are not fully recognized at this point either. Given such, the timeliness of this well-researched and thoughtful book cannot be overstated. This book sheds important light on the debate surrounding VAMs and thereby offers states and practitioners a highly important resource from which they can move forward in more research-based ways.

Original languageEnglish (US)
PublisherTaylor and Francis
Number of pages252
ISBN (Print)9780203409909, 9780415820110
DOIs
StatePublished - Jan 1 2014

Fingerprint

value added
responsibility
education
statistician
trustworthiness
teacher
student
act
resources
school
learning
evidence
Values

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

@book{ff4a52cdd8f146bf866398c6cd25ece1,
title = "Rethinking value-added models in education: Critical perspectives on tests and assessment-based accountability",
abstract = "Since passage of the of No Child Left Behind Act in 2001, academic researchers, econometricians, and statisticians have been exploring various analytical methods of documenting students‘ academic progress over time. Known as value-added models (VAMs), these methods are meant to measure the value a teacher or school adds to student learning from one year to the next. To date, however, there is very little evidence to support the trustworthiness of these models. What is becoming increasingly evident, yet often ignored mainly by policymakers, is that VAMs are 1) unreliable, 2) invalid, 3) nontransparent, 4) unfair, 5) fraught with measurement errors and 6) being inappropriately used to make consequential decisions regarding such things as teacher pay, retention, and termination. Unfortunately, their unintended consequences are not fully recognized at this point either. Given such, the timeliness of this well-researched and thoughtful book cannot be overstated. This book sheds important light on the debate surrounding VAMs and thereby offers states and practitioners a highly important resource from which they can move forward in more research-based ways.",
author = "Audrey Beardsley",
year = "2014",
month = "1",
day = "1",
doi = "10.4324/9780203409909",
language = "English (US)",
isbn = "9780203409909",
publisher = "Taylor and Francis",

}

TY - BOOK

T1 - Rethinking value-added models in education

T2 - Critical perspectives on tests and assessment-based accountability

AU - Beardsley, Audrey

PY - 2014/1/1

Y1 - 2014/1/1

N2 - Since passage of the of No Child Left Behind Act in 2001, academic researchers, econometricians, and statisticians have been exploring various analytical methods of documenting students‘ academic progress over time. Known as value-added models (VAMs), these methods are meant to measure the value a teacher or school adds to student learning from one year to the next. To date, however, there is very little evidence to support the trustworthiness of these models. What is becoming increasingly evident, yet often ignored mainly by policymakers, is that VAMs are 1) unreliable, 2) invalid, 3) nontransparent, 4) unfair, 5) fraught with measurement errors and 6) being inappropriately used to make consequential decisions regarding such things as teacher pay, retention, and termination. Unfortunately, their unintended consequences are not fully recognized at this point either. Given such, the timeliness of this well-researched and thoughtful book cannot be overstated. This book sheds important light on the debate surrounding VAMs and thereby offers states and practitioners a highly important resource from which they can move forward in more research-based ways.

AB - Since passage of the of No Child Left Behind Act in 2001, academic researchers, econometricians, and statisticians have been exploring various analytical methods of documenting students‘ academic progress over time. Known as value-added models (VAMs), these methods are meant to measure the value a teacher or school adds to student learning from one year to the next. To date, however, there is very little evidence to support the trustworthiness of these models. What is becoming increasingly evident, yet often ignored mainly by policymakers, is that VAMs are 1) unreliable, 2) invalid, 3) nontransparent, 4) unfair, 5) fraught with measurement errors and 6) being inappropriately used to make consequential decisions regarding such things as teacher pay, retention, and termination. Unfortunately, their unintended consequences are not fully recognized at this point either. Given such, the timeliness of this well-researched and thoughtful book cannot be overstated. This book sheds important light on the debate surrounding VAMs and thereby offers states and practitioners a highly important resource from which they can move forward in more research-based ways.

UR - http://www.scopus.com/inward/record.url?scp=84954412950&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84954412950&partnerID=8YFLogxK

U2 - 10.4324/9780203409909

DO - 10.4324/9780203409909

M3 - Book

SN - 9780203409909

SN - 9780415820110

BT - Rethinking value-added models in education

PB - Taylor and Francis

ER -