Reference : Value-Added Scores Show Limited Stability over Time in Primary School

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/52107

Title :	Value-Added Scores Show Limited Stability over Time in Primary School
Language :	English
Author, co-author :	Emslander, Valentin [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
	Levy, Jessica [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET)]
	Scherer, Ronny [University of Oslo, Norway > Faculty of Educational Sciences > Centre for Educational Measurement at the University of Oslo (CEMO)]
	Fischbach, Antoine [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
Publication date :	28-Dec-2022
Journal title :	PLoS ONE
Publisher :	Public Library of Science
Volume :	17
Issue/season :	12
Pages :	e0279255
Peer reviewed :	Yes
e-ISSN :	1932-6203
City :	San Franscisco
Country :	United States - California
Keywords :	[en] Value-added modeling ; school effectiveness ; longitudinal data ; primary school
Abstract :	[en] Value-added (VA) models are used for accountability purposes and quantify the value a teacher or a school adds to their students’ achievement. If VA scores lack stability over time and vary across outcome domains (e.g., mathematics and language learning), their use for high-stakes decision making is in question and could have detrimental real-life implications: teachers could lose their jobs, or a school might receive less funding. However, school-level stability over time and variation across domains have rarely been studied together. In the present study, we examined the stability of VA scores over time for mathematics and lan- guage learning, drawing on representative, large-scale, and longitudinal data from two cohorts of standardized achievement tests in Luxembourg (N = 7,016 students in 151 schools). We found that only 34–38% of the schools showed stable VA scores over time with moderate rank correlations of VA scores from 2017 to 2019 of r = .34 for mathematics and r = .37 for language learning. Although they showed insufficient stability over time for high-stakes decision making, school VA scores could be employed to identify teaching or school practices that are genuinely effective—especially in heterogeneous student populations.
Research centres :	Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET)
Funders :	Observatoire National de la Qualité Scolaire
Name of the research project :	Systematic Identification of High "Value-Added" in Educational Contexts (SIVA)
Permalink :	http://hdl.handle.net/10993/52107
DOI :	10.1371/journal.pone.0279255
Other URL :	https://doi.org/10.1371/journal.pone.0279255

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