Teacher Value Added as a Measure of Program Quality
Interpret With Caution
Bibliographic Data
| ID | 4308677 |
|---|---|
| Authors | Robert E Floden (0000-0003-2870-8185, Michigan State University, East Lansing, USA, corresponding author) |
| Year | 2012 |
| Volume | 63 |
| Issue | 5 |
| Pages | 356-360 |
| Publication date | 2012-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487112454175 |
| OpenAlex | W2051078008 |
| Language | EN |
| Citations received | 12 |
| References cited | 5 |
Many states now possess the data and statistical methods that can produce teacher value-added scores and link them to preparation programs. It is important to understand the limitations of these measures and the inferences that they do and do not support. These limitations fall into three categories. First, value-added measures (VAM) provide information about only one of several important dimensions of teacher preparation program quality, focusing on one outcome measure, but not addressing other program characteristics, including the quality of program resources, the appropriateness of program content, and the contributions programs make to teacher learning. Second, comparing programs on the average VAM scores begs the question of whether mean performance is the most appropriate way to look at program quality. Third, the measurement of program graduates' VAM is strongly affected by the labor market for teachers, which weakens the inferences from VAM scores to the quality of preparation programs
Business · Database · Mathematics education · Measure (data warehouse) · Program evaluation · Quality (philosophy) · Statistics · Teacher Quality · Value (mathematics) · Computer Science · Educational Assessment and Improvement · Marketing · Mathematics · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Teacher Education in a New Age of Accountability
Innovation to what end? Exploring the dynamic landscape of Texas teacher preparation pathways
Professionalism in teaching and the role of teacher education
School-Based Teacher Learning
What Do Surveys of Program Completers Tell Us About Teacher Preparation Quality
Assessing the Assessments of Teacher Preparation
Problematizing the Taken-For-Granted
ProCAD
Taking Stock in 2015
What Data and Measures Should Inform Teacher Preparation? Reclaiming Accountability
Examining the Complexity of Assessment and Accountability in Teacher Education
Evaluating Teacher Preparation Programs With Teacher Evaluation Ratings
| Citations per year | 0.86 |
|---|---|
| Citation span | 2012 - 2022 (11) |
| Highly cited | No |