Sammenlign metoder
Gjennomgå de valgte metodene side om side; rader som avviker, er uthevet.
| Student Growth Percentiles× | Value-Added Modeling× | |
|---|---|---|
| Fagfelt≠ | Education | Psykometri |
| Familie≠ | Regression model | Latent structure |
| Opprinnelsesår≠ | 2009 | 1998 |
| Opphavsperson≠ | Damian W. Betebenner | William Sanders, Sandra Horn |
| Type≠ | Normative growth description via conditional quantile regression | Longitudinal student achievement modeling |
| Opprinnelig kilde≠ | Betebenner, D. W. (2009). Norm- and criterion-referenced student growth. Educational Measurement: Issues and Practice, 28(4), 42–51. DOI ↗ | 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 ↗ |
| Alias≠ | SGP, Conditional Status Percentiles, Betebenner Growth Percentiles, Quantile-Regression Growth Model | VAM |
| Relaterte | 4 | 4 |
| Sammendrag≠ | Student growth percentiles (SGPs) describe how much a student grew academically relative to peers with similar score histories. Introduced by Damian Betebenner in 2009, the method fits a series of conditional quantile regressions of a current test score on prior scores, then reports each student's growth as the percentile rank they occupy within the distribution of students who had the same starting point. A student at the 70th growth percentile grew faster than 70 percent of academic peers, regardless of their absolute achievement level. | 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. |
| ScholarGateDatasett ↗ |
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