Teacher Effects and Teacher Effectiveness: A Validity Investigation of the Tennessee Value Added Assessment System

By Haggai Kupermintz. 2003

241 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/1c82c7253ab453240e9cdd4b9d17478d72513558

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. A. Amrein-Beardsley
2. Peter J. C. Sleegers
3. F. Oort
4. T. Peetsma
5. Erik E. J. Thoonen
6. Julie Cohen
7. Barnett Berry
8. Xiaoxia Newton

In Information Systems and Management

1. A. Amrein-Beardsley
2. Xiaoxia Newton
3. H. Hill
4. Erik E. J. Thoonen
5. Olivia M Little
6. Julie Cohen
7. Peter J. C. Sleegers
8. Courtney A. Bell

Citations in the corpus

• Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts (2010, background): “This argument has raised concerns among educational scholars (Amrein-Beardsley, 2008; Kupermintz, 2003), who question why the effects of important student characteristics variables should have vanished in the TVAAS model.”
• What Makes Great Teaching? Review of the Underpinning Research. (2014, background): “A range of evidence suggests that VAMs can be affected by the effects of prior teachers, measurement error, and the distribution of students into classrooms and teachers into schools (Hill et al, 2011; Amrein-Beardsley, 2008; Kupermintz, 2003; McCaffrey et al., 2003).”
• How to Improve Teaching Practices (2011, background): “…learning, more research is needed to identify organizational conditions and psychological factors that contribute to differences in teaching effects on student learning and whether these effects persist over time (Hamilton, Klein, & McCaffrey, 2001; Kupermintz, 2003; McCaffrey et al., 2003).”
• Teacher Quality and Quality Teaching: Examining the Relationship of a Teacher Assessment to Practice (2012, background): “Value-added scores are seen by many to suffer from a lack of reliability and validity (Amrein-Beardsley 2008; Hill 2009; Hill et al. 2011; Kupermintz 2003; Rothstein 2010).”
• Building a More Complete Understanding of Teacher Evaluation Using Classroom Observations (2016, background): “Kupermintz, H. (2003). Teacher effects and teacher effectiveness: A validity investigation of the Tennessee Value Added Assessment System.”
• Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. (2008, background): “Despite these potentially positive uses for value-added models, some researchers express reservations and describe serious concerns about their use for assessing teacher effectiveness (e.g., Bracey, 2004; Braun, 2005b; Kupermintz, 2003; McCaffrey et al., 2003; Thum, 2003).”
• Building school-wide capacity for improvement: the role of leadership, school organizational conditions, and teacher factors (2012, background): “This research is needed to identify organizational and individual factors that contribute to differences in teaching effects on student learning, and whether these effects persist over time (Hamilton, Klein, & McCaffrey, 2001; Kupermintz, 2003; McCaffrey, Lockwood, Koretz, & Hamilton, 2003).”
• Teacher Effectiveness and Student Achievement: Investigating a Multilevel Cross-Classified Model. (2009, background): “A second criticism is the extent to which estimates of teacher effects can (and should) be used as measures of classroom effectiveness, especially in high-stakes evaluation situations, because of concerns with their validity and reliability (Kupermintz, 2003; McCaffrey et al., 2003).”
• Methodological Concerns About the Education Value-Added Assessment System (2008, methodology): “One major criticism of the EVAAS is that too few analyses have been conducted to examine and evaluate the validity of the model or, more specifically, the validity of the inferences made in EVAAS value-added reports (Braun, 2004; Glass, 1995; Kupermintz, 2003; Meyer, 1997; Walberg & Paik, 1997).”
• Recruiting and Retaining "Highly Qualified Teachers" for Hard-to-Staff Schools (2004, methodology): “…on value-added assessment systems, like the one used in Tennessee (and a model for the Teaching Commission report), suggests that technical weaknesses in calculating estimates of teacher effectiveness underscore the need for limiting their use in teacher accountability programs (Kupermintz, 2003).”