Reference : Value-Added Scores Show Limited Stability over Time in Primary School
Scientific journals : Article
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 [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 mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
28-Dec-2022
PLoS ONE
Public Library of Science
17
12
e0279255
Yes
1932-6203
San Franscisco
United States - California
[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 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.
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
10.1371/journal.pone.0279255
https://doi.org/10.1371/journal.pone.0279255

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