Test Scaling and Value-Added Measurement

By D. Ballou. Education Finance and Policy, 2009

130 citations recorded by the source corpus.

Subfields: Computer Networks and Communications, Management Science and Operations Research, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/dd1d9c9ee661754c3848f22472ac21bb80688970

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In Computer Networks and Communications

In Management Science and Operations Research

In Public Health, Environmental and Occupational Health

Citations in the corpus

Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains (2010, background): “…the extent of estimator bias (Kane and Staiger 2008; Rothstein 2010; Koedel and Betts 2009), the scaling of test scores used in the estimates (Ballou 2009; Briggs and Weeks 2009), the degree to which the estimates reflect students' future benefits from their current teachers' instruction…”
Assumptions of Value-Added Models for Estimating School Effects (2009, background): “In the case of cognitive skill, however, it is unclear what the reference metric should (or could) be (Ballou, 2008).”
Teacher Quality in Educational Production. Tracking, Decay, and Student Achievement. NBER Working Paper No. 14442. (2008, unknown): “30 While several 30 Although a full discussion is beyond the scope of this paper, assumptions about " decay " are closely related to issues of test scaling and content coverage (Rothstein, 2008; Ballou, 2008; Martineau, 2006).”
Correcting for Test Score Measurement Error in ANCOVA Models for Estimating Treatment Effects (2014, background): “‘‘Vertical’’ or ‘‘developmental’’ scales are designed to have this property, but psychometricians caution that such scales might not live up to the ideal (Reckase, 2004; Schafer, 2006) and that inferences about the impacts of educational factors on student progress can be sensitive to scale properti”
Knowledge, Tests, and Fadeout in Educational Interventions (2012, unknown): “Our estimates of w in the NLSY79 are consistent with Neal and Johnson’s (1996) findings that performance on the Armed Forces Qualifying Test as an adolescent explains roughly 15 percent of variation in earnings.”
Measuring Growth With Vertical Scales (2013, background): “10 A major takeaway from this example is that, in contrast to more pessimistic assertions (Ballou, 2009; Cliff, 1992; Yen, 1986; Zwick, 1992), testing an equal-interval hypothesis is not an impossible or an insurmountably difficult task. The theory of conjoint measurement provides the means by which”
Linking Teacher Quality, Student Attendance, and Student Achievement (2016, unknown): “CONCEPTUAL BACKGROUND AND PREVIOUS LITERATURE Chetty et al. (2011) found small transitory effects of kindergarten classrooms on cognitive development (i.”