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Validating “value added” in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system

Amrein-Beardsley, Audrey, Polasky, Sarah and Holloway-Libell, Jessica 2016, Validating “value added” in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system, Educational assessment, evaluation and accountability, vol. 28, no. 2, pp. 139-159, doi: 10.1007/s11092-015-9234-5.

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Title Validating “value added” in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system
Author(s) Amrein-Beardsley, Audrey
Polasky, Sarah
Holloway-Libell, JessicaORCID iD for Holloway-Libell, Jessica orcid.org/0000-0001-9267-3197
Journal name Educational assessment, evaluation and accountability
Volume number 28
Issue number 2
Start page 139
End page 159
Total pages 21
Publisher Springer
Place of publication Dordrecht, The Netherlands
Publication date 2016-05
ISSN 1874-8597
1874-8600
Keyword(s) value-added
growth
teacher effectiveness
fairness
validity
early childhood
participatory research
Summary One urban district in the state of Arizona sought to use an alternative achievement test (i.e., the Northwest Evaluation Association’s (NWEA) Measures of Academic Progress for Primary Grades (MAP)) to include more value-added ineligible teachers in the districts’ growth and merit pay system. The goal was to allow for its K-2 teachers to be more fairly and inclusively eligible for individual, teacher-level value-added scores and the differential merit pay bonuses that were to come along with growth. At the request of district administrators, researchers examined whether the different tests to be used, along with their growth estimates, yielded similar output (i.e., concurrent-related evidence of validity). Researchers found results to be (disappointingly for the district) chaotic, without underlying trend or order. Using the K-2 test for increased fairness and inclusivity was therefore deemed inappropriate. Research findings might be used to inform other districts’ examinations, particularly in terms of this early childhood test.
Language eng
DOI 10.1007/s11092-015-9234-5
Field of Research 130303 Education Assessment and Evaluation
1303 Specialist Studies In Education
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 ©2015, Springer
Persistent URL http://hdl.handle.net/10536/DRO/DU:30093708

Document type: Journal Article
Collection: School of Education
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