Evaluating the validity evidence surrounding use of value-added models to evaluate teachers: A systematic review

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education Policy Analysis Archives Pub Date : 2023-10-24 DOI:10.14507/epaa.31.8201

Audrey Amrein-Beardsley, Matthew Ryan Lavery, Jessica Holloway, Margarita Pivovarova, Debbie L. Hahs-Vaughn

引用次数: 1

Abstract

Local education agencies (LEAs) continue to use value-added models (VAMs) for teacher evaluation policies and purposes, often with consequences attached. Although the Every Student Succeeds Act (ESSA) provides more flexibility to LEAs, few have discontinued VAM use, suggesting they interpret VAMs as a valid measure of teacher effectiveness. In this systematic review, we used a framework built on the Standards of Educational and Psychological Testing (AERA et al., 2014) to examine validity evidence contained in 75 articles published in high-quality, peer-reviewed journals in which article authors supported or challenged user interpretations and uses of VAMs. Results with implications for educational policy are presented.

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评估围绕使用增值模型来评估教师的有效性证据:一个系统的回顾

地方教育机构(LEAs)继续使用增值模型(VAMs)来制定教师评价政策和目的，通常附带后果。尽管《每个学生成功法案》(ESSA)为LEAs提供了更大的灵活性，但很少有LEAs停止使用VAM，这表明他们将VAM视为衡量教师效率的有效指标。在本系统综述中，我们使用了基于教育和心理测试标准(AERA等人，2014年)的框架来检查发表在高质量同行评审期刊上的75篇文章中包含的有效性证据，这些文章的作者支持或质疑用户对VAMs的解释和使用。本文提出了具有教育政策意义的研究结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education Policy Analysis Archives Social Sciences-Education

CiteScore

1.20

自引率

0.00%

发文量

164

审稿时长

20 weeks

期刊介绍： Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas/Arquivos Analíticos de Políticas Educativas (EPAA/AAPE) is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. Accordingly, EPAA/AAPE does not have a pre-determined number of articles to be rejected and/or published. Rather, the editorial team believes that the quality of the journal should be assessed based on the articles that we publish and not the percentage of articles that we reject. For EPAA “inclusiveness” is a key criteria of manuscript quality. EPAA/AAPE publishes articles and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy. Priority is given to empirical articles. The Editorial Board may also consider other forms of educational policy-relevant articles such as: -methodological or theoretical articles -commentaries -systematic literature reviews