Literaturnachweis - Detailanzeige
| Autor/in | Atteberry, Allison |
|---|---|
| Institution | Society for Research on Educational Effectiveness (SREE) |
| Titel | The Misattribution of Summers in Teacher Value-Added |
| Quelle | (2012), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Testing; Standardized Tests; Academic Achievement; Scores; Learning Experience; Accountability; Grouping (Instructional Purposes); Educational Testing; Achievement Gains; Teacher Evaluation; Early Childhood Education; Primary Education |
| Abstract | This paper investigates the extent to which spring-to-spring testing timelines bias teacher value-added as a result of conflating summer and school-year learning. Using a unique dataset that contains both fall and spring standardized test scores, the author examines the patterns in school-year versus summer learning. She estimates value-added based on traditional spring-to-spring data, as well as competing models that predict fall-to-spring test score gains. She examines whether teachers are ranked differently using these two testing timelines and whether certain kinds of teachers are especially affected by the test timing. The paper discusses whether this problem is of sufficient magnitude to caution against using value-added measures based solely on spring-to-spring test score data. Since states currently do not require both fall and spring testing, the implications for the federal accountability planning are significant. Some 250 K-2 teachers were working in these 17 schools during the study, and most--about 94 percent--participated. Student achievement data was collected in both the spring and fall of all four study-years. The study involved children from six different cohorts who entered at different grades and in different years, and as a result most students have fewer than the complete set of six student test scores (fall/ spring in grades K, 1, 2). Preliminary results suggest that growth during academic years (from fall to spring) is markedly steeper than growth during the summer periods (from spring to fall). This figure demonstrates that learning appears to slow or even reverse directions during the summer period. The presentation will focus on quantifying the extent of this average effect as well as exploring the variance across teachers and students. Only to the extent that the summer learning experience varies by unobservable characteristics of the student will this finding bias value-added estimates. (Contains 1 figure and 3 footnotes.) (ERIC). |
| Anmerkungen | Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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