Corroborating Value-Added Estimation Against Expert, In-Class Assessment of Teacher Quality

• In Event: Measuring Growth: The Challenges, Possibilities, and Political Implications of Measuring Teacher Effectiveness

Abstract

I explore the relationship between value-added estimates and the more context-embedded discernments of trained experts observing classroom practice. I first construct estimates of teacher value-added using longitudinal, student literacy achievement data and two competing statistical models (fixed effects, versus cross-classified model). I then compare these measures to the ratings on rubrics filled out by in-school experts that assess the development of teachers' literacy practice (up to nine times across three school years). I investigate whether these two sources of teacher effectiveness—one based on the value-added models and the other based on in-class, systematic observation by experts—appear to align.

Author

• Allison C. Atteberry, University of Virginia