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The principal axis approach to value-added calculation

He, Q.; Tymms, P.

The principal axis approach to value-added calculation Thumbnail


Q. He


The assessment of the achievement of students and the quality of schools has drawn increasing attention from educational researchers, policy makers, and practitioners. Various test-based accountability and feedback systems involving the use of value-added techniques have been developed for evaluating the effectiveness of individual teaching professionals and schools. A variety of models have been employed for calculating value-added measures, including the use of linear regression models which link students' present and prior achievements. One of the limitations associated with the use of the conventional linear regression methods in value-added calculation is that the value-added measures are likely to be overestimated for students with higher prior achievements while underestimated for students with low prior achievements. This study explores an alternative approach, the principal axis approach, to calculating value-added measures which can eliminate some of the limitations associated with the conventional linear regression approaches.


He, Q., & Tymms, P. (2014). The principal axis approach to value-added calculation. Educational Research and Evaluation, 20(1), 25-43.

Journal Article Type Article
Acceptance Date Aug 12, 2013
Online Publication Date Dec 7, 2013
Publication Date Jan 1, 2014
Deposit Date Mar 16, 2016
Publicly Available Date Mar 17, 2016
Journal Educational Research and Evaluation
Print ISSN 1380-3611
Electronic ISSN 1744-4187
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 20
Issue 1
Pages 25-43


Accepted Journal Article (729 Kb)

Copyright Statement
This is an Accepted Manuscript of an article published by Taylor & Francis Group in Educational Research and Evaluation on 07/12/2013, available online at:

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