Using Student Test Scores to Measure Teacher Performance

Abstract

Our aim in this article is to draw attention to some underappreciated problems in the design and implementation of evaluation systems that incorporate value-added measures. We focus on four: (1) taking into account measurement error in teacher assessments, (2) revising teachers’ scores as more information becomes available about their students, and (3) and (4) minimizing opportunistic behavior by teachers during roster verification and the supervision of exams.