Teacher effects may be heterogeneous across students of differing aptitudes, affecting growth modeling and teacher evaluation¶

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

Subclaims¶

q1 i? The potential heterogeneity of teacher effects across students of different aptitudes or other differing characteristics has impacts on growth modeling and teacher evaluation. → 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? · review · r?

The abstract frames teacher-effect heterogeneity across students of different aptitudes as a question with impacts on growth modeling and teacher evaluation that the volume addresses. No effect sizes or analyses appear in the available text.

"And what are the impacts of the potential heterogeneity of teacher effects across students of different aptitudes or other differing characteristics on growth modeling and teacher evaluation?"

Discussion¶

Learner Variables¶

• General Cognitive Ability — moderator: an instructional effect differs with it

Related Claims¶

• The volume addresses criteria for evaluating growth models and how outputs from growth models should be utilized — related
• The study's invariance findings may be biased by excluding students who missed a test and by sample heterogeneity — related