Reference : Value-Added Scores Show Limited Stability over Time in Primary School
E-prints/Working papers : Already available on another site
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/52107
Value-Added Scores Show Limited Stability over Time in Primary School
English
Emslander, Valentin mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
Levy, Jessica mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET)]
Scherer, Ronny mailto [University of Oslo, Norway > Faculty of Educational Sciences > Centre for Educational Measurement at the University of Oslo (CEMO)]
Fischbach, Antoine mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
10-Aug-2022
1
Luxembourg Centre for Educational Testing (LUCET) at the University of Luxembourg
44
No
Esch-sur-Alzette
Luxembourg
[en] Value-added modeling ; school effectiveness ; longitudinal data ; primary school
[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 language 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.
Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET)
Observatoire National de la Qualité Scolaire
Systematic Identification of High "Value-Added" in Educational Contexts (SIVA)
http://hdl.handle.net/10993/52107
10.31234/osf.io/u2yre
https://doi.org/10.31234/osf.io/u2yre
This Manuscript is a preprint and has not yet undergone a scientific peer-review process.
https://doi.org/10.31234/osf.io/u2yre

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Preprint_Stability of VA scores in primary schools_Aug2022.pdfThis Manuscript is a preprint and has not yet undergone a scientific peer-review process.Author preprint1.13 MBView/Open

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