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All Value-Added Models (VAMs) Are Wrong, but Sometimes They May Be Useful

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Title: All Value-Added Models (VAMs) Are Wrong, but Sometimes They May Be Useful
Language: English
Authors: Amrein-Beardsley, Audrey, Sloat, Edward, Holloway, Jessica
Source: AASA Journal of Scholarship & Practice. Spr 2020 17(1):31-39.
Availability: AASA, The School Superintendent's Association. 1615 Duke Street, Alexandria, VA 22314. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Peer Reviewed: Y
Page Count: 9
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Value Added Models, Teacher Effectiveness, Elementary School Teachers, Teacher Evaluation, Validity, Reliability, Inferences, Evaluation Methods
ISSN: 1931-6569
Abstract: In this study, researchers compared the concordance of teacher-level effectiveness ratings derived via six common generalized value-added model (VAM) approaches including a (1) student growth percentile (SGP) model, (2) value-added linear regression model (VALRM), (3) value-added hierarchical linear model (VAHLM), (4) simple difference (gain) score model, (5) rubric-based performance level (growth) model, and (6) simple criterion (percent passing) model. The study sample included fourth to sixth grade teachers employed in a large, suburban school district who taught the same sets of students, at the same time, and for whom a consistent set of achievement measures and background variables were available. Findings indicate that ratings significantly and substantively differed depending upon the methodological approach used. Findings, accordingly, bring into question the validity of the inferences based on such estimates, especially when high-stakes decisions are made about teachers as based on estimates measured via different, albeit popular methods across different school districts and states.
Abstractor: As Provided
Entry Date: 2020
Access URL: https://www.aasa.org/jsp.aspx
Accession Number: EJ1249471
Database: ERIC
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  Data: All Value-Added Models (VAMs) Are Wrong, but Sometimes They May Be Useful
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  Data: AASA, The School Superintendent's Association. 1615 Duke Street, Alexandria, VA 22314. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
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  Data: In this study, researchers compared the concordance of teacher-level effectiveness ratings derived via six common generalized value-added model (VAM) approaches including a (1) student growth percentile (SGP) model, (2) value-added linear regression model (VALRM), (3) value-added hierarchical linear model (VAHLM), (4) simple difference (gain) score model, (5) rubric-based performance level (growth) model, and (6) simple criterion (percent passing) model. The study sample included fourth to sixth grade teachers employed in a large, suburban school district who taught the same sets of students, at the same time, and for whom a consistent set of achievement measures and background variables were available. Findings indicate that ratings significantly and substantively differed depending upon the methodological approach used. Findings, accordingly, bring into question the validity of the inferences based on such estimates, especially when high-stakes decisions are made about teachers as based on estimates measured via different, albeit popular methods across different school districts and states.
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      – Text: English
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      – SubjectFull: Value Added Models
        Type: general
      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Teacher Evaluation
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      – SubjectFull: Validity
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      – SubjectFull: Reliability
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      – SubjectFull: Inferences
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      – SubjectFull: Evaluation Methods
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      – TitleFull: All Value-Added Models (VAMs) Are Wrong, but Sometimes They May Be Useful
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