The Sensitivity of Value‐Added Teacher Effect Estimates to Different Mathematics Achievement Measures

By J. R. Lockwood, Daniel F McCaffrey, L. Hamilton, B. Stecher, Vi-Nhuan Le, J. Martínez. 2007

232 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a811f60fc71bbcf974ff7d5064ab41275eb21ffe

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Citations in the corpus

What Makes Great Teaching? Review of the Underpinning Research. (2014, methodology): “For example, different assessments used as the outcome measure will change the rank order of teachers’ scores (Papay, 2011; Lockwood et al 2007).”
Evaluating Teacher Evaluation (2012, unknown): “Teachers’ value-added scores also differ signifi - cantly when different tests are used, even when these are within the same content area (Bill & Melinda Gates Foundation, 2010; Lockwood et al., 2007).”
An Argument Approach to Observation Protocol Validity (2012, background): “It can be unstable, can be sensitive to the test being used, and does not yet itself have a strong validity argument (Hill, Kapitula, & Umland, 2011; Lockwood et al., 2007).”
Examining the Use of Classroom Observations in the Evaluation of Special Education Teachers (2014, background): “Evidence suggests that teachers are an important predictor of students’ future achievement (Gordon, Kane, & Staiger, 2006; Lockwood et al., 2007; Rivkin, Hanushek, & Kain, 2005; Sanders & Rivers, 1996; Wright, Horn, & Sanders, 1997).”
Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts (2010, methodology): “teachers’ measured effectiveness can be quite different when results are measured on different tests (Lockwood et al., 2007) or when different statistical methods are used (Rothstein, 2007).”
Getting Value Out of Value-Added: Report of a Workshop (2010, background): “2 McCaffrey and Lockwood (2008) explain that while the origins of using value-added methods to estimate teacher effects date back over 30 years (Hanushek, 1972; Murnane, 1975), interest in these methods grew precipitously following the publication of a technical report by Sanders and Rivers in 1996.”
A Composite Estimator of Effective Teaching (2013, background): “Mehrens (1990) distinguishes between a “clinical” and “statistical” approach to combining indicators to create a composite.”
Different Tests, Different Answers (2011, background): “…have found that including student-level demographic covariates produces only small changes in teacher effects (Ballou et al., 2004; Harris & Sass, 2006; Lockwood et al., 2007), but Harris and Sass (2006) found that teacher estimates are much more sensitive to the inclusion of school effects.”
Value-added modeling: A review (2015, background): “However, it is disconcerting that different testing instruments can lead to different sets of teachers being identified as high- and low-performers, as indicated by the Corcoran, Jennings, and Beveridge (2011), Lockwood et al. (2007) and Papay (2011) studies.”
The Test Matters (2014, methodology): “Lockwood et al. (2007), for example, found very low correlations among teacher effect coefficients when two different subscales of the SAT-9 Mathematics assessment—procedures and problem solving—were used to compute teacher value added.”
Linking Teacher Quality, Student Attendance, and Student Achievement (2016, unknown): “…in the VA literature that rankings of teacher effectiveness are not perfectly correlated across academic subjects (e.g., Koedel and Betts 2007; Lockwood et al. 2007; Loeb and Candelaria 20 1 2; Loeb, Kalogrides, and B´eteille 20 1 2; Goldhaber, Cowan, and Walch 20 1 3), though cross-subject…”
Value Added to What? How a Ceiling in the Testing Instrument Influences Value-Added Estimation (2009, background): “Lockwood et al. (2007) show that teacher effects are quite sensitive to different testing instruments, but they do not consider the extent to which ceiling effects might be driving their results. Nye, Konstantopoulos, and Hedges (2004) do not discuss test score ceiling effects.”