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Saturday, November 19 • 3:20pm - 4:30pm
Teacher Accountability and Evaluation Strategies

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Participants:

The Education Value-Added Assessment System (EVAAS): Methodological Issues and Implications for Policy and Pragmatism. Tray Geiger, Audrey Amrein-Beardsley (Arizona State University)

In this study, researchers investigated the Education Value-Added Assessment System (EVAAS), a value-added model (VAM) used to measure teacher effectiveness. Researchers conducted several exploratory analyses on EVAAS estimates for over 1,700 teachers in Texas and found the EVAAS to perform, overall, on par with other VAMs. However, the EVAAS was slightly less valid, slightly more reliable, and moderately more biased than other VAMs.

Potential Sources of Invalidity When Using Value-Added Estimates: Artificial Inflation, Deflation, and Conflation. Audrey Amrein-Beardsley, Tray Geiger (Arizona State University)

In this study, researchers investigated the existence of arti cial con ation—when two different indicators are forced to represent a single identity, thereby masking the differences inherent in the indicators—within two measures of teacher effectiveness for 1,800 teachers: value-added model (VAM) derived estimates and teachers’ observational scores. Findings evidenced arti cial con ation, as teachers’ observational scores appeared to have been manipulated to match their VAM-derived estimates. This suggests administrators treated the Education Value-Added Assessment System estimates as more accurate and objective.

Navigating the Confluence of Research, Policy, and Practice: Lessons Learned Refining Growth Measures for Evaluation. Denise Tobin Airola, University of Arkansas; Ivy Pfeffer

Preparing and developing education leaders is an immense task particularly challenging when the policy landscape shifts signi cantly. This paper highlights several forces at play when research, policy, and practice converge. We share the perspectives of a clinical professor and state agency leader as we worked to inform policy and practice through collaborative research. To illustrate we share an example from agency efforts to re ne student growth measures for inclusion in the educator evaluation system.

Re-Envisioning Teacher Accountability Policy in the Era of the Every Student Succeeds Act. Kimberly Kappler Hewitt, University of North Carolina at Greensboro

The Every Student Succeeds Act prohibits the federal government from requiring the use of student achievement data for teacher accountability purposes. As states grapple with what to do about teacher accountability, it is critical to examine policy in uences on the equitable distribution of effective teachers. Findings from this four-state, mixed methods study indicate multiple disconcerting equity issues across all four states regarding the equitable distribution of effective teachers across schools and classrooms and within classrooms.




Saturday November 19, 2016 3:20pm - 4:30pm
Detroit Marriott at the Renaissance Center: Floor 5 - Duluth B

Attendees (9)