Comparer des méthodes
Examinez les méthodes sélectionnées côte à côte ; les lignes qui diffèrent sont mises en évidence.
| Modélisation de la valeur ajoutée× | Analyse des transitions latentes× | |
|---|---|---|
| Domaine | Psychométrie | Psychométrie |
| Famille | Latent structure | Latent structure |
| Année d'origine≠ | 1998 | 2002 |
| Auteur d'origine≠ | William Sanders, Sandra Horn | Linda M. Collins, Stephanie T. Lanza |
| Type≠ | Longitudinal student achievement modeling | Markovian transition between latent states |
| 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 ↗ | Collins, L. M., & Lanza, S. T. (2010). Latent Class and Latent Transition Analysis: With Applications in the Social, Behavioral, and Health Sciences. Wiley. ISBN: 9780470228395 |
| Alias | VAM | LTA |
| 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. | Latent Transition Analysis (LTA) is a method for studying transitions between latent classes over time, developed by Collins and Lanza (2010). LTA combines latent class analysis (grouping individuals into classes) with Markovian transition models to understand how people move between qualitatively distinct states across time periods. |
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