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Autor/inn/en | Mariano, Louis T.; McCaffrey, Daniel F.; Lockwood, J. R. |
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Titel | A Model for Teacher Effects from Longitudinal Data without Assuming Vertical Scaling |
Quelle | In: Journal of Educational and Behavioral Statistics, 35 (2010) 3, S.253-279 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1076-9986 |
DOI | 10.3102/1076998609346967 |
Schlagwörter | Persistence; Academic Achievement; Data Analysis; Teacher Influence; Longitudinal Studies; Computation; Mathematics Achievement; Scaling; Achievement Tests; Scores; Mathematics Skills; Models; Bayesian Statistics; Elementary Schools Ausdauer; Schulleistung; Auswertung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Scale construction; Skalenkonstruktion; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathematics ability; Analogiemodell; Elementary school; Grundschule; Volksschule |
Abstract | There is an increasing interest in using longitudinal measures of student achievement to estimate individual teacher effects. Current multivariate models assume each teacher has a single effect on student outcomes that persists undiminished to all future test administrations (complete persistence [CP]) or can diminish with time but remains perfectly correlated (variable persistence [VP]). However, when state assessments do not use a vertical scale or the evolution of the mix of topics present across a sequence of vertically aligned assessments changes as students advance in school, these assumptions of persistence may not be consistent with the achievement data. We develop the "generalized persistence" (GP) model, a Bayesian multivariate model for estimating teacher effects that accommodates longitudinal data that are not vertically scaled by allowing less than perfect correlation of a teacher's effects across test administrations. We illustrate the model using mathematics assessment data. (Contains 3 tables, 3 figures and 6 notes.) (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |