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| Value-Added Teacher Evaluation× | 增值模型× | |
|---|---|---|
| 领域≠ | Education | 心理测量学 |
| 方法族≠ | Regression model | Latent structure |
| 起源年份≠ | 2004 | 1998 |
| 提出者≠ | William Sanders (TVAAS); methodological critique by McCaffrey, Lockwood, Koretz et al. | William Sanders, Sandra Horn |
| 类型≠ | Statistical estimation of individual teachers' contributions to student achievement growth | Longitudinal student achievement modeling |
| 开创性文献≠ | McCaffrey, D. F., Lockwood, J. R., Koretz, D., Louis, T. A., & Hamilton, L. (2004). Models for value-added modeling of teacher effects. Journal of Educational and Behavioral Statistics, 29(1), 67–101. 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 ↗ |
| 别名≠ | Teacher Value-Added Models, VAM for Teachers, Teacher Effect Estimation, Value-Added Teacher Accountability | VAM |
| 相关 | 4 | 4 |
| 摘要≠ | Value-added teacher evaluation uses longitudinal student test scores to estimate how much individual teachers contribute to their students' achievement growth, net of what students brought into the classroom. Statistically it applies value-added and mixed-model machinery — controlling for prior achievement and student characteristics, then treating each teacher's residual contribution as an effect to be estimated. Pioneered in Tennessee's TVAAS and scrutinized in a large methodological and policy literature, it became central, and controversial, in teacher accountability. | 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. |
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