Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Artículo científico |
| Lenguaje: | en |
| Publicado: |
Arizona State University
2015
|
| Materias: | |
| Acceso en línea: | https://www.redalyc.org/articulo.oa?id=275041389092 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
Tabla de Contenidos:
- The Effect of Summer on Value-added Assessments of Teacher and School Performance Gregory J. Palardy Luyao Peng Educación Accountability teacher evaluation high stakes testing school effectiveness This study examines the effects of including the summer period on value-added assessments (VAA) of teacher and school performance at the early grades. The results indicate that 40-62% of the variance in VAA estimates originates from the summer period, depending on the outcome (i.e., reading or math achievement gains). Furthermore, when summer is omitted from the VAA model, 51-61% of the teachers and 58-61% of the schools change performance quintiles, with many changing 2-3 quintiles. Extensive statistical controls for student background and classroom and school context reduce the summer effect, but 36-47% of the teachers and 42-49% of the schools are still in different quintiles. Furthermore, besides misclassifying teachers and schools, the results show that including summer tends to bias VAA estimates against schools with concentrated poverty. The results suggest that removing summer effects from VAA estimates will likely require biannual achievement assessments (i.e., fall and spring). 2015 artículo científico 1068-2341 https://www.redalyc.org/articulo.oa?id=275041389092 en http://www.redalyc.org/revista.oa?id=2750 Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas application/pdf Arizona State University Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas (Estados Unidos de América) Vol.23