Using Student Test Scores to Evaluate Teacher Performance: Validity and Reliability Evidence

• In Event: Roundtable Session 24
  In Roundtable Session: Validity and Reliability Concerns in Evaluating Teacher Effectiveness

Abstract

The purpose of the current study is to explore the reliability of teacher effectiveness classifications from the state to consortium level. The results indicate that neither Student Growth Percentiles (SGPs) nor a covariate adjusted value added model provide particularly reliable results in estimating teacher effectiveness. The validity of the model inferences is also called into question as neither model demonstrates a strong correlation with student test score change as estimated by a value table. The results are outlined and discussed in relation to each model, along with the implications for the use of model inferences in making high-stakes decisions about teacher performance.

Authors

• Amanda Clauser, National Board of Medical Examiners

• Lisa A. Keller, University of Massachusetts - Amherst