Comparer des méthodes
Examinez les méthodes sélectionnées côte à côte ; les lignes qui diffèrent sont mises en évidence.
| Modélisation de la valeur ajoutée× | Schéma cas-co-cohorte× | |
|---|---|---|
| Domaine | Psychométrie | Psychométrie |
| Famille | Latent structure | Latent structure |
| Année d'origine≠ | 1998 | 1986 |
| Auteur d'origine≠ | William Sanders, Sandra Horn | Ross Prentice |
| Type≠ | Longitudinal student achievement modeling | Partial cohort sampling design |
| Source fondatrice≠ | 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 ↗ | Prentice, R. L. (1986). A case-cohort design for epidemiologic cohort studies and disease prevention trials. Biometrika, 73(1), 1-11. DOI ↗ |
| Alias≠ | VAM | — |
| Apparentées | 4 | 4 |
| Résumé≠ | 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. | Case-cohort design is an epidemiological study design developed by Prentice (1986) that efficiently combines features of case-control and cohort studies. Researchers enroll an entire cohort, follow it for outcomes, then measure exposures only on cases and a random subcohort, reducing measurement costs while maintaining valid causal inference. |
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