Stability of Teacher Value-Added Rankings Across Measurement Model and Scaling Conditions

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Value-added assessment methods have been criticized by researchers and policy makers for a number of reasons. One issue includes the sensitivity of model results across different outcome measures. This study examined the utility of incorporating multivariate latent variable approaches within a traditional value-added framework. We evaluated the stability of teacher rankings across univariate and multivariate measurement model structures and scaling metric combinations using a cumulative cross-classified mixed effect model. Our results showed multivariate models were more stable across modeling conditions than univariate approaches. These findings suggest there is potential utility in incorporating multiple measures with teacher evaluation systems, yet future research will need to evaluate the degree to which models recover known population parameters via Monte Carlo simulation.

Original languageEnglish (US)
Pages (from-to)196-212
Number of pages17
JournalApplied Measurement in Education
Volume30
Issue number3
DOIs
StatePublished - Jul 3 2017

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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