The volume addresses criteria for evaluating growth models and how outputs from growth models should be utilized¶

Claim · All claims
Evidence · 1 study · theoretical r? · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2018: tool and model accuracy changes quickly

Subclaims¶

q1 i? The edited volume poses and addresses questions about what makes a good growth model, what criteria should evaluate growth models, and how growth model outputs should be utilized. → The effective use of student and school descriptive indicators of learning progress: From the conditional growth index to the learning productivity measurement system 2015

Evidence¶

The effective use of student and school descriptive indicators of learning progress: From the conditional growth index to the learning productivity measurement system 2015¶

The effective use of student and school descriptive indicators of learning progress: From the conditional growth index to the learning productivity measurement system. (2015). Value Added Modeling and Growth Modeling with Particular Application to Teacher and School Effectiveness, 237–269. https://www.nwea.org/research/publication/the-effective-use-of-student-and-school-descriptive-indicators-of-learning-progress-from-the-conditional-growth-index-to-the-learning-productivity-measurement-system/ doi:10.1108/978-1-62396-776-5

q1 · i? · theoretical · r?

The abstract states that the book, based on the Twelfth Annual Maryland Assessment Research Center's Conference presentations, "provides some answers" to these evaluation questions. The specific answers are not in the available text.

"Further, the book provides some answers to questions such as what makes a good growth model? What criteria should be used in evaluating growth models? How should outputs from growth models be utilized?"

Discussion¶

Related Claims¶

• The conditional growth index serves as a descriptive indicator of student learning progress — related
• Multiple sources of student information can be accumulated to estimate teacher effectiveness — related
• Teacher effects may be heterogeneous across students of differing aptitudes, affecting growth modeling and teacher evaluation — related
• CATs can effectively address the validity threat posed by unmotivated examinees in low-stakes testing — related
• Snedden argues school reports should inform the public, but available educational statistics cannot answer questions about the relative value of different studies — related