What Assumptions Do Value-Added Models Make About Learning and Its Relationship to Teaching?

• In Event: 65.079 - Roundtable Session 23
  In Roundtable Session: 65.079-15 - Issues in Value-Added Modeling

Abstract

Using Messick (1989, 1995) and Kane (2006) as the basis for our validity framework to evaluate the meaning of teacher value-added scores we examine the assumptions made by current conceptions of learning and its relationship to teaching and those that appear to underlie some of the value-added models (VAMs) to evaluate teachers. We first present some of the VAMs and analyze the implicit assumptions on which they rest regarding the relationship between teaching and learning. Contemporary learning theories are used as theoretical framework to analyze the consistency of the way VAMs are specified with theoretical assumptions about learning. Finally empirical evidence resulting from our analysis of the Measures of Effective Teaching data will be used to further substantiate our arguments.

Authors

• Yi-Chen Chiang, Indiana University - Bloomington

• Ginette Delandshere, Indiana University