Rethinking Value-Added Models in Education: Critical Perspectives on Tests and Assessment-Based Accountability

  title={Rethinking Value-Added Models in Education: Critical Perspectives on Tests and Assessment-Based Accountability},
  author={Audrey Amrein-Beardsley},
Section I: Introduction Chapter 1: Socially Engineering the Road to Utopia Chapter 2: Value-Added Models (VAMs) and the Human Factor Chapter 3: A VAMoramic View of the Nation Section II: Highly Questionable Yet Often Unquestioned Assumptions Chapter 4: Assumptions Used as Rationales and Justifications Chapter 5: Test-Based, Statistical, and Methodological Assumptions Section III: Nontraditional Concerns about Traditional Methodological Notions Chapter 6: Reliability and Validity Chapter 7: Bias… 
Value-added assessment of teacher preparation programs in the United States: a critical evaluation
Abstract The purpose of this study is to critically evaluate value-added accountability measures currently enacted in the United States at the federal and state levels to assess teacher preparation
Teacher-Level Value-Added Models on Trial: Empirical and Pragmatic Issues of Concern Across Five Court Cases
Ongoing or recently completed across the United States are a series of lawsuits via which teacher plaintiffs are contesting how they are being evaluated using value-added models (VAMs) as part of
Methodological Concerns About the Education Value-Added Assessment System (EVAAS): Validity, Reliability, and Bias
The EVAAS is found to perform, overall, in line with other VAMs in terms of validity and reliability, although it yielded possibly more biased value-added estimates than other Vams due to differences in teacher’sEVAAS scores based on school-level student composition factors.
Introduction: The Use of Student Growth Measures for Educator Accountability at the Intersection of Policy and Practice
Student growth measures (SGMs) involve the quantification of student progress over time, using student test scores and other student assessment and demographic data aggregated at the teacher level to
“First, Do No Harm?”: A Framework for Ethical Decision-Making in Teacher Evaluation
The authors examine issues within current teacher evaluation reform, using ethics as a disciplinary lens. The chapter begins with a call for educational decision-makers to attend to the moral
Editors’ Introduction: The Use of Teacher Value-Added Measures in Schools
Teacher accountability based on teacher value-added measures could have far-reaching effects on classroom instruction and student learning, for good and for ill. To date, however, research has
What Counts? Who is Counting? Teacher Education Improvement and Accountability in a Data-Driven Era
This chapter offers an overview of policies for reform and accountability in teacher education, addressing the role of evidence, and the opportunities for improvement within the field of teacher
A comparison of value-added models for school accountability
School accountability systems increasingly hold schools to account for their performances using value-added models purporting to measure the effects of schools on student learning. The most common
The discursive construction of lower-tracked students: Ideologies of meritocracy and the politics of education
This study considers the discursive construction of a particular type of student in Singapore - the lowest-tracked, Normal Technical (NT), secondary school student. Shaped by meritocratic policies,
Anticipating and Incorporating Stakeholder Feedback when Developing Value-Added Models
State and local education agencies across the United States are increasingly adopting rigorous teacher evaluation systems. Most systems formally incorporate teacher performance as measured by student