Value-Added Modeling 101: Using Student Test Scores to Help Measure Teaching Effectiveness

2019 ◽  
Author(s):  
Isaac Opper
Keyword(s):  
Test Scores ◽  
Teaching Effectiveness ◽  
Value Added ◽  
Student Test ◽  
Student Test Scores ◽  
Value Added Modeling

The Intertemporal Variability of Teacher Effect Estimates

2009 ◽  
Vol 4 (4) ◽  
pp. 572-606 ◽  
Author(s):  
Daniel F. McCaffrey ◽  
Tim R. Sass ◽  
J. R. Lockwood ◽  
Kata Mihaly
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Test Scores ◽  
Sampling Error ◽  
Teacher Performance ◽  
Value Added ◽  
School Teachers ◽  
Student Test ◽  
Student Test Scores ◽  
Value Added Measures

The utility of value-added estimates of teachers' effects on student test scores depends on whether they can distinguish between high- and low-productivity teachers and predict future teacher performance. This article studies the year-to-year variability in value-added measures for elementary and middle school mathematics teachers from five large Florida school districts. We find year-to-year correlations in value-added measures in the range of 0.2–0.5 for elementary school and 0.3–0.7 for middle school teachers. Much of the variation in measured teacher performance (roughly 30–60 percent) is due to sampling error from “noise” in student test scores. Persistent teacher effects account for about 50 percent of the variation not due to noise for elementary teachers and about 70 percent for middle school teachers. The remaining variance is due to teacher-level time-varying factors, but little of it is explained by observed teacher characteristics. Averaging estimates from two years greatly improves their ability to predict future performance.

scholarly journals Pandemic Schooling Mode and Student Test Scores: Evidence from US States

2021 ◽  
Author(s):  
Clare Halloran ◽  
Rebecca Jack ◽  
James Okun ◽  
Emily Oster
Keyword(s):  
Test Scores ◽  
Us States ◽  
Student Test ◽  
Student Test Scores

scholarly journals Khan Academy as Supplemental Instruction: A Controlled Study of a Computer-Based Mathematics Intervention

2017 ◽  
Vol 18 (4) ◽  
Author(s):  
Daniel Patrick Kelly ◽  
Teomara Rutherford
Keyword(s):  
Student Performance ◽  
Test Scores ◽  
Controlled Study ◽  
Control Group ◽  
Open Educational Resource ◽  
Mathematics Intervention ◽  
Computer Based ◽  
Student Test ◽  
Student Test Scores ◽  
Khan Academy

<p class="3">Khan Academy is a large and popular open educational resource (OER) with little empirical study into its impact on student achievement in mathematics when used in schools. In this study, we examined the use of Khan Academy as a mathematics intervention among seventh grade students over a 4-week period versus a control group. We also compared differences between students who had supplemental mathematics instruction and those who had not. In both cases, we found no statistically significant differences in student test scores. Khan Academy has several internal metrics used to track student performance and use. We found significant relationships between these metrics and student test scores in this study. Khan Academy and other OER provide access to information and knowledge to large numbers of the population. This research adds to the discourse methods by which Khan Academy and other OER may affect learners.</p>

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