All Outputs (2)

The Stability Problem of Value-added Models in Teacher Effectiveness Estimations: A Systematic Review Study (2020)
Presentation / Conference Contribution
Aslantas, I., Axbey, H., & Riddle, S. (2020, December). The Stability Problem of Value-added Models in Teacher Effectiveness Estimations: A Systematic Review Study. Presented at Imagining Better Education 2019, Durham

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 answe... Read More about The Stability Problem of Value-added Models in Teacher Effectiveness Estimations: A Systematic Review Study.

Impact of Contextual Predictors on Value-Added Teacher Effectiveness Estimates (2020)
Journal Article
Aslantas, I. (2020). Impact of Contextual Predictors on Value-Added Teacher Effectiveness Estimates. Education Sciences, 10(12), Article 390. https://doi.org/10.3390/educsci10120390

It is widely believed that the teacher is one of the most important factors influencing a student’s success at school. In many countries, teachers’ salaries and promotion prospects are determined by their students’ performance. Value-added models (VA... Read More about Impact of Contextual Predictors on Value-Added Teacher Effectiveness Estimates.