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VAM-based teacher evaluation policies: Ideological foundations, policy mechanisms, and implications

Holloway, Jessica and Collins, Clarin 2014, VAM-based teacher evaluation policies: Ideological foundations, policy mechanisms, and implications, InterActions : UCLA journal of education and information studies, pp. 1-23.

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Title VAM-based teacher evaluation policies: Ideological foundations, policy mechanisms, and implications
Author(s) Holloway, JessicaORCID iD for Holloway, Jessica orcid.org/0000-0001-9267-3197
Collins, Clarin
Journal name InterActions : UCLA journal of education and information studies
Start page 1
End page 23
Total pages 23
Publisher University of California
Place of publication Oakland, Calif.
Publication date 2014
ISSN 1548-3320
Keyword(s) Value-added models
VAM-based teacher evaluations
Teacher Evaluations
Education Policy
Summary For the first time in history, many states, districts, and administrators, are now required to evaluate teachers by methods that are up to 50% based on their “value-added,” as demonstrated at the classroom-level by growth on student achievement data over time. In this critical literature review, the authors use a three-tier framework to review VAM-based literature, reports, and U.S. education policies to examine this controversial topic of teacher evaluation that continues to sweep the nation. The authors argue that, given the current problems with VAMs in terms of reliability, validity, bias, and fairness, as well as the lack of evidence that previous accountability policies have worked to alleviate the root causes of low educational quality, it is hard to make a legitimate claim that VAM-based teacher evaluation policies will work in their intended ways.
Language eng
Field of Research 130303 Education Assessment and Evaluation
0807 Library And Information Studies
Socio Economic Objective 930403 School/Institution Policies and Development
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2014, Regents of the University of California
Persistent URL http://hdl.handle.net/10536/DRO/DU:30093707

Document type: Journal Article
Collections: School of Education
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