Hypothesis-testing framework for computing error rates of value-added performance measurement systems¶
Research Method · All research methods
Evidence · 4 claims (4 for) · 2 studies (1 associational, 1 theoretical),q2· 0 of 2 report an effect size · 4 claims rest on one study
Description¶
The report frames teacher and school performance measurement as a hypothesis-testing problem, in which a decision (for example, whether an educator's performance differs from the average) can be a true positive, false positive, true negative, or false negative. "Using realistic performance measurement system schemes based on hypothesis testing, we develop error rate formulas based on OLS and Empirical Bayes estimators," allowing error rates to be computed as a function of data quantity and estimator choice.
Accounts¶
- Hypothesis-testing framework for computing error rates of value-added performance measurement systems: The report frames teacher and school performance measurement as a hypothesis-testing problem, in which a decision (for example, whether an educator's performance differs from the average) can be a true positive, false positive, true negative, or false negative. "Using realistic performance measurement system schemes based on hypothesis testing, we develop error rate formulas based on OLS and Empirical Bayes estimators," allowing error rates to be computed as a function of data quantity and estimator choice. (Peter Z. Schochet (2010))
Claims¶
- Value-added estimates are likely to be noisy with the amount of data typically used in practice [+M]
- Overall false positive and false negative error rates in teacher value-added performance classification are about 10 and 20 percent, respectively [+W]
- Value-added error rates apply to measuring both teacher and school performance in the upper elementary grades using student test score gain data [+W]
- Error rates for comparing a teacher's performance to the average are about 25 percent with three years of data and 35 percent with one year of data [+W]
Related Research Methods¶
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Key Sources¶
- Peter Z. Schochet, Hanley S. Chiang. (2010). Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/
Page metadata
| Field | Value |
|---|---|
type |
research-method |
id |
hypothesis-testing-framework-for-computing-error-rates-of-value-added-performance-measurem |
title |
Hypothesis-testing framework for computing error rates of value-added performance measurement systems |
description |
The report frames teacher and school performance measurement as a hypothesis-testing problem, in which a decision (for example, whether an educator's performance differs from the average) can be a true positive, false positive, true negative, or false negative. |
status |
review |
moved_from |
theory/hypothesis-testing-error-rate-framework-value-added |
generated |
by process:sweep-kinds on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — peter-z-schochet-2010 |
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