Using test scores to evaluate and hold school teachers accountable in New Mexico-Reference-Cited by-同舟云学术

Using test scores to evaluate and hold school teachers accountable in New Mexico

Published:2020-05 Issue:2 Volume:32 Page:187-235
ISSN:1874-8597
Container-title:Educational Assessment, Evaluation and Accountability
language:en
Short-container-title:Educ Asse Eval Acc

Author:

Geiger Tray J.,Amrein-Beardsley Audrey^ORCID,Holloway Jessica

Publisher

Springer Science and Business Media LLC

Subject

Organizational Behavior and Human Resource Management,Education

Link

https://link.springer.com/content/pdf/10.1007/s11092-020-09324-w.pdf

Reference145 articles.

1. American Educational Research Association (AERA), American Psychological Association (APA), & National Council on Measurement in Education (NCME). (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.

2. American Educational Research Association (AERA) Council. (2015). AERA statement on use of value-added models (VAM) for the evaluation of educators and educator preparation programs. Educational Researcher, 44(8), 448–452. https://doi.org/10.3102/0013189X15618385 Retrieved from http://edr.sagepub.com/content/early/2015/11/10/0013189X15618385.full.pdf+htmls.

3. American Statistical Association (ASA). (2014). ASA statement on using value-added models for educational assessment. Alexandria, VA: ASA Retrieved from https://www.amstat.org/asa/files/pdfs/POL-ASAVAM-Statement.pdf.

4. Amrein-Beardsley, A., & Collins, C. (2012). The SAS Education Value-Added Assessment System (SAS® EVAAS®) in the Houston Independent School District (HISD): Intended and unintended consequences. Education Policy Analysis Archives, 20(12). https://doi.org/10.14507/epaa.v20n12.2012.

5. Amrein-Beardsley, A., & Geiger, T. J. (2019). Potential sources of invalidity when using teacher value-added and principal observational estimates: Artificial inflation, deflation, and conflation. Educational Assessment, Evaluation and Accountability, 31(4), 465–493. https://doi.org/10.1007/s11092-019-09311-w.