Student Assessment Opt Out and the Impact on Value-Added Measures of Teacher Quality

Autor/inn/en	Marland, Joshua; Harrick, Matthew; Sireci, Stephen G.
Titel	Student Assessment Opt Out and the Impact on Value-Added Measures of Teacher Quality
Quelle	In: Educational and Psychological Measurement, 80 (2020) 2, S.365-388 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marland, Joshua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164419860574
Schlagwörter	Value Added Models; Teacher Effectiveness; Teacher Evaluation; Elementary Secondary Education; Accountability; Classification; Simulation; Educational Legislation; Federal Legislation; Achievement Tests; Educational Policy; State Standards; Student Participation; Teacher Student Relationship; Grade 3; Grade 4; Grade 5; Grade 6; Elementary School Teachers; Data Analysis + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Verantwortung; Classification system; Klassifikation; Klassifikationssystem; Simulation program; Simulationsprogramm; Bildungsrecht; Schulgesetz; Bundesrecht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Politics of education; Bildungspolitik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Auswertung
Abstract	Student assessment nonparticipation (or opt out) has increased substantially in K-12 schools in states across the country. This increase in opt out has the potential to impact achievement and growth (or value-added) measures used for educator and institutional accountability. In this simulation study, we investigated the extent to which value-added measures of teacher quality are affected as a result of varying degrees of opt out, as well as a result of various types of nonrandom opt out. Results show that the magnitude of opt out and choice of classification scheme has a greater impact on value-added estimates than the type of opt-out patterns simulated in this study. Specifically, root mean square differences in value-added estimates increased as magnitude of opt out increased. In addition, teacher effectiveness classification agreement decreased as opt out magnitude increased. One type of opt out, where the highest achieving students in the highest achieving classrooms opted out, had the largest impact on stability than the other types of opt outs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01