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35.043 - Toward Improvement of Teacher Evaluations: Methodological and Substantive Issues
Fri, April 17, 4:05 to 6:05pm, Marriott, Floor: Fifth Level, Denver/HoustonSession Type: Symposium
Abstract
A consensus has developed that a high-quality teacher evaluation system requires the use of multiple measures; not just value-added scores. Yet, state and district leaders currently lack sufficient evidence and guidance on how multiple-measure approaches would work on a practical level (Ledesma, 2011). This symposium will review methodological issues related to value-added models (VAM) and alternative measures of teacher effectiveness, such as sensitivity to non-random sorting of students to teachers (Rothstein, 2009) and unstable correlations across various teacher quality measures (Grossman et al, 2013). Using empirical evaluation data, presenters will explore innovative approaches for understanding the limitations of VAMs, enhancing the validity and reliability of multiple-measure models, and seeing how various contextual factors influence teacher quality and student achievement growth.
Sub Unit
Chair
Papers
Falsification Tests and Value-Added Models - Dan Goldhaber, American Institutes for Research; Duncan D. Chaplin, Mathematica Policy Research, Inc.
The Validity and Reliability of Teacher Value-Added Models: Findings From the Measures of Effective Teaching Data - Ning Rui, Westat; Matthew Finster, Westat
Professional Practice, Student Surveys, and Value Added: Multiple Measures of Teacher Effectiveness in the Pittsburgh Public Schools - Duncan D. Chaplin, Mathematica Policy Research, Inc.; Brian Gill, Mathematica Policy Research, Inc.; Allison Thompkins, Mathematica Policy Research, Inc; Hannah K. Miller, University of Wisconsin - Madison
Trade-Offs in the Implementation of Observational Ratings Systems - Stephen Ponisciak, University of Notre Dame; Nandita Gawade, Wisconsin Center for Education Research; Yang Wang, Education Analytics; Robert H. Meyer, University of Wisconsin - Madison
How Working Conditions Predict Teaching Quality and Student Outcomes - Ronald F. Ferguson, Harvard University; Eric Hirsch, New Teacher Center