Multiple sources of student information can be accumulated to estimate teacher effectiveness¶

Claim · All claims
Evidence · 1 study · theoretical r? · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The volume addresses how multiple sources of student information could be accumulated to estimate teacher effectiveness. → 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 lists this among the questions the edited volume addresses, indicating that accumulating multiple sources of student information for estimating teacher effectiveness is treated as a live methodological topic. No method or result is printed in the available text.

"How multiple sources of student information could be accumulated to estimate teacher effectiveness?"

Discussion¶

Related Claims¶

• The volume addresses criteria for evaluating growth models and how outputs from growth models should be utilized — related
• The paper clarifies confusion about the use of value-added information in teacher evaluation — related
• Empirical Bayes shrinkage could be used to address bias in proxy pre-test value-added estimates — related
• Proxy pre-test value-added estimates show bias, but may still carry information about teacher effectiveness — related
• Bias, not precision loss, drives the difference in proxy pre-test value-added estimates — related
• The Teacher Team Method and Full Roster Method produce similar estimates of teacher value added — related
• The lower a test's score ceiling, the more teacher value-added estimates shrink toward the average teacher, because ceiling scores contain imprecise information about achievement — related
• Snedden argues school reports should inform the public, but available educational statistics cannot answer questions about the relative value of different studies — related