Comparar métodos
Revisa los métodos seleccionados uno junto a otro; las filas que difieren aparecen resaltadas.
| Modelado del Valor Agregado× | Metodología del Espacio de Reglas× | |
|---|---|---|
| Campo | Psicometría | Psicometría |
| Familia | Latent structure | Latent structure |
| Año de origen≠ | 1998 | 1983 |
| Autor original≠ | William Sanders, Sandra Horn | Kikumi K. Tatsuoka |
| Tipo≠ | Longitudinal student achievement modeling | IRT-based diagnostic classification |
| Fuente seminal≠ | Kane, T. J., Rockoff, J. E., & Staiger, D. O. (2008). What does certification tell us about teacher effectiveness? Evidence from New York City. Economics of Education Review, 27(6), 615-631. DOI ↗ | Hartz, S. M. (2002). A Bayesian framework for the unified treatment of assessing dimensionality, assessing local dependence, and estimating ability for unidimensional and multidimensional item response data. Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign. link ↗ |
| Alias | VAM | RSM |
| Relacionados≠ | 4 | 5 |
| Resumen≠ | Value-Added Modeling (VAM) is a method for assessing the contribution of schools or teachers to student achievement growth, developed by Sanders and Horn (1998). VAM isolates the effect of a teacher or school by comparing student gains (value added) while controlling for prior achievement and student characteristics. | Rule Space Methodology (RSM) is a diagnostic classification approach developed by Tatsuoka (1983) that uses Item Response Theory and geometric methods to classify examinees into knowledge states based on their response patterns. Unlike classical scoring, RSM identifies which specific skills or competencies an examinee possesses or lacks, enabling targeted educational interventions. |
| ScholarGateConjunto de datos ↗ |
|
|