Mar. 01, 2015
Source: Educational Researcher, 44(2), March 2015, p. 77-86.
This article aims to draw attention to some underappreciated problems in the design and implementation of evaluation systems that incorporate value-added measures.
The authors focus on four problems:
(1) taking into account measurement error in teacher assessments,
(2) revising teachers’ scores as more information becomes available about their students,
(3) minimizing opportunistic behavior by teachers during roster verification, and
(4) the supervision of exams.