The Stability Problem of Value-added Models in Teacher Effectiveness Estimations: A Systematic Review Study

Aslantas, Ismail; Axbey, Harriet; Riddle, Sharon

Abstract

This article provides evidence by undertaking a systematic review on the stability problem of using value-added models in teacher effectiveness estimates from the perspective of the impact of the number of previous test scores employed aimed at answering a unique review question (This is a long sentence that lacks clarity – it could be broken down for a clearer meaning): How stable is teacher effectiveness estimates measured by VAMs? By using the terms: teacher performance, student performance, value-added model, stability and their other related synonyms, a comprehensive search was conducted in 17 databases along with employing hand search in Google Scholar and contacting authorised persons by email. In total 1439 records were found as a result of the searches. After completing the screening process, 50 studies remained for data extraction. Out of 50 a total of studies in the review list, 13 focused on the stability of VAM estimates regarding using the number of prior test scores. In summary, there is a common view that the use of prior year data in on value-added estimates for teacher effectiveness has a positive impact, however, with regard to the impact of multiple previous year data, different voices arose from the researchers.

Citation

Aslantas, I., Axbey, H., & Riddle, S. (2020). The Stability Problem of Value-added Models in Teacher Effectiveness Estimations: A Systematic Review Study. In Imagining Better Education : Conference Proceedings 2019 (1-14)

• Presentation Conference Type: Conference Paper (Published)
• Conference Name: Imagining Better Education 2019
• Publication Date: 2020
• Deposit Date: Aug 19, 2020
• Publicly Available Date: Aug 19, 2020
• Pages: 1-14
• Series Title: Imagining Better Education
• Book Title: Imagining Better Education : Conference Proceedings 2019.
• ISBN: 9780907552246
• Public URL: https://durham-repository.worktribe.com/output/1140809
• Publisher URL: https://www.dur.ac.uk/education/