Methodological Concerns About the Education Value-Added Assessment System

Datos Bibliográficos

ID9730703
AutoresAudrey Amrein-Beardsley (0000-0001-6924-3025, AUDREY AMREIN-BEARDSLEY is an assistant professor at Arizona State University, College of Teacher Education and Leadership, P.O. Box 37100, Phoenix, AZ 85069; . Her areas of interest are educational policy, research methods, and tests and assessments, autor de correspondencia)
Año2008
Volumen37
Número2
Páginas65-75
Fecha de publicación2008-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x08316420
OpenAlexW2113233414
IdiomaEN
Citas recibidas35
Referencias citadas39

Value-added models help to evaluate the knowledge that school districts, schools, and teachers add to student learning as students progress through school. In this article, the well-known Education Value-Added Assessment System (EVAAS) is examined. The author presents a practical investigation of the methodological issues associated with the model. Specifically, she argues that, although EVAAS is probably the most sophisticated value-added model, it has flaws that must be addressed before widespread adoption. She explores in depth the shortage of external reviews and validity studies of the model, its insufficient user-friendliness, and methodological issues about missing data, regression to the mean, and student background variables. She also examines a paradigm case in which the model was used to advance unfounded assertions

Economic shortage · Mathematics education · Regression analysis · Sociology · Value (mathematics · Computer Science · Educational Assessment and Improvement · Psychology · School Choice and Performance