A Validity Argument Approach to Evaluating Teacher Value-Added Scores
A Validity Argument Approach to Evaluating Teacher Value-Added Scores
复制标题
评估教师增值分数的有效性论证方法
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
K. Umland
中科院分区：
文献类型：
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作者：
H. Hill;L. Kapitula;K. Umland
增值模式在研究和按业绩计薪计划中已变得流行。虽然学者们把注意力集中在其有效性的某些方面（例如，评分程序），其他人受到的审查较少。本文着重于增值分数与教师和教学质量的其他指标相对应的程度。作者比较了24名中学数学教师的增值分数，来自一个大的（N = 222）地区数据集，以调查和观察为基础的教师质量，教学和学生特征的指标。这项分析发现，教师的增值分数不仅与他们的数学知识和教学质量有关，而且与他们所教的学生人数有关。案例研究说明了在按业绩计薪计划中使用增值分数可能出现的问题。
Value-added models have become popular in research and pay-for-performance plans. While scholars have focused attention on some aspects of their validity (e.g., scoring procedures), others have received less scrutiny. This article focuses on the extent to which value-added scores correspond to other indicators of teacher and teaching quality. The authors compared 24 middle school mathematics teachers’ value-added scores, derived from a large (N = 222) district data set, to survey- and observation-based indicators of teacher quality, instruction, and student characteristics. This analysis found teachers’ value-added scores correlated not only with their mathematical knowledge and quality of instruction but also with the population of students they teach. Case studies illustrate problems that might arise in using value-added scores in pay-for-performance plans.