Different Tests, Different Answers

By J. Papay. 2011

159 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a85024f58a2525178dc3114394d5a7b1d6546acf

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In Education

Citations in the corpus

Learning science content through socio-scientific issues-based instruction: a multi-level assessment study (2016, result): “student learning (Anderson, 2012) and, in some cases, teacher performance (Papay, 2011), the evidence provided in this study is important for establishing an empirical rationale for employing SSI-based instruction in formal science education contexts.”
Instructional Alignment as a Measure of Teaching Quality (2014, background): “Because of the multifaceted nature of teaching, the challenges and limitations of VAM-based measures of teacher effectiveness (e.g., Papay, 2012; Rothstein, 2010), and the guidance from the American Educational Research Association, American Psychological Association, and National Council of…”
Teacher Self-Efficacy, Professional Commitment, and High-Stakes Teacher Evaluation Policy in Louisiana (2017, unknown): “…2006; Day, Simmons, & Gu, 2008; DiPaola & Hoy, 2008; Green, Baker, & Oluwole, 2012; Haertel, 2013; Jennings & Corcoran, 2009; McCaffrey, Koretz, Lockwood, & Hamilton, 2003; Milner, 2013; National Association of Secondary School Principals [NASSP], 2014; Papay, 2011; Schochet & Chiang, 2010).”
The Test Matters (2014, methodology): “Papay (2011) performed a similar analysis with three different reading assessments, a high-stakes state test along with the low-stakes SAT-9 and Scholastic Reading Inventory (SRI), and August/sEptEmbER 2014 295 found similarly low correlations in teacher value added based on outcome measure.”
Do Summer Time-Use Gaps Vary by Socioeconomic Status? (2013, background): “Papay (2011) discusses the importance of both issues in the context of value-added estimates of teacher effectiveness and notes that the unequal distribution of summer learning loss (i.e., students) across teachers likely biases value-added estimates of teacher effectiveness based on…”
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).”
Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning (2019, unknown): “2014; Papay 2011).”