השוואת שיטות
סקרו את השיטות שבחרתם זו לצד זו; שורות שבהן יש הבדל מודגשות.
| מידול ערך מוסף× | מודל משוואות מבניות של ריבועים פחותים חלקיים× | |
|---|---|---|
| תחום | פסיכומטריה | פסיכומטריה |
| משפחה | Latent structure | Latent structure |
| שנת המקור≠ | 1998 | 1985 |
| הוגה השיטה≠ | William Sanders, Sandra Horn | Herman Wold |
| סוג≠ | Longitudinal student achievement modeling | Component-based structural equation model |
| מקור מכונן≠ | 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 ↗ | Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM) (2nd ed.). Sage Publications. ISBN: 9781483377445 |
| כינויים≠ | VAM | PLS-SEM, PLS path modeling |
| קשורות≠ | 4 | 5 |
| תקציר≠ | 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. | PLS-SEM is a variance-based approach to structural equation modeling developed by Herman Wold (1985) that estimates latent variable models by maximizing the variance explained in dependent variables. Unlike covariance-based SEM, PLS-SEM is particularly useful for exploratory research, small to medium samples, complex models with many constructs, and non-normal data. |
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