手法を比較

	付加価値モデリング	ルール空間方法論
分野	心理測定学	心理測定学
系統	Latent structure	Latent structure
提唱年	1998	1983
提唱者	William Sanders, Sandra Horn	Kikumi K. Tatsuoka
種類	Longitudinal student achievement modeling	IRT-based diagnostic classification
原典	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.	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 Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign.
別名	VAM	RSM
関連	4	5
概要	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.