TY - JOUR
T1 - Value-Added Models for Teacher Evaluation and Accountability
T2 - Commonsense Assumptions
AU - Beardsley, Audrey
AU - Holloway, Jessica
PY - 2019/5/1
Y1 - 2019/5/1
N2 - Despite the concerns regarding value-added models (VAMs), advocates hold strong to VAMs’ theoretical strengths and potentials, while adopting a set of agreed-upon albeit “heroic” set of assumptions, without research in support. These assumptions transcend promotional, policy, media, and research-based pieces, but they have never been made explicit as analyzed as a set or whole. The purpose of this study was to make unambiguous the assumptions that have been made within the VAM narrative that have often been accepted without challenge, and situate these assumptions within the research. Sources for analyses included 470 pieces, published within traditional and nontraditional outlets, from which we derived 27 prevailing assumptions.
AB - Despite the concerns regarding value-added models (VAMs), advocates hold strong to VAMs’ theoretical strengths and potentials, while adopting a set of agreed-upon albeit “heroic” set of assumptions, without research in support. These assumptions transcend promotional, policy, media, and research-based pieces, but they have never been made explicit as analyzed as a set or whole. The purpose of this study was to make unambiguous the assumptions that have been made within the VAM narrative that have often been accepted without challenge, and situate these assumptions within the research. Sources for analyses included 470 pieces, published within traditional and nontraditional outlets, from which we derived 27 prevailing assumptions.
KW - educational measurement
KW - educational reform
KW - teacher accountability
KW - teacher evaluation
KW - validity
KW - value-added models (VAMs)
UR - http://www.scopus.com/inward/record.url?scp=85063948916&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85063948916&partnerID=8YFLogxK
U2 - 10.1177/0895904817719519
DO - 10.1177/0895904817719519
M3 - Article
AN - SCOPUS:85063948916
SN - 0895-9048
VL - 33
SP - 516
EP - 542
JO - Educational Policy
JF - Educational Policy
IS - 3
ER -