What Are Error Rates for Classifying Teacher and School Performance Using Value-Added Models?

Autor/inn/en	Schochet, Peter Z.; Chiang, Hanley S.
Titel	What Are Error Rates for Classifying Teacher and School Performance Using Value-Added Models?
Quelle	In: Journal of Educational and Behavioral Statistics, 38 (2013) 2, S.142-171 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9986
DOI	10.3102/1076998611432174
Schlagwörter	Classification; Measurement; Elementary School Teachers; Elementary Schools; Teacher Effectiveness; School Effectiveness; Academic Achievement; Achievement Gains; Scores; Elementary School Students; Teacher Evaluation; Computation; Hypothesis Testing; Least Squares Statistics; Bayesian Statistics + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Messverfahren; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schuleffizienz; Schulleistung; Achievement gain; Leistungssteigerung; Teacher appraisal; Lehrerbeurteilung; Hypothesenprüfung; Hypothesentest
Abstract	This article addresses likely error rates for measuring teacher and school performance in the upper elementary grades using value-added models applied to student test score gain data. Using a realistic performance measurement system scheme based on hypothesis testing, the authors develop error rate formulas based on ordinary least squares and Empirical Bayes estimators. Empirical results suggest that value-added estimates are likely to be noisy using the amount of data that are typically used in practice. Type I and II error rates for comparing a teacher's performance to the average are likely to be about 25% with 3 years of data and 35% with 1 year of data. Corresponding error rates for overall false positive and negative errors are 10% and 20%, respectively. Lower error rates can be achieved if schools are the performance unit. The results suggest that policymakers must carefully consider likely system error rates when using value-added estimates to make high-stakes decisions regarding educators. (Contains 7 tables and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10