Using Student Test Scores to Measure Teacher Performance: Some Problems in the Design and Implementation of Evaluation Systems

被引：65

作者：

Ballou, Dale ^{[1
]}

Springer, Matthew G. ^{[2
]}

机构：

[1] Vanderbilt Univ, Publ Policy & Educ, Nashville, TN 37203 USA

[2] Vanderbilt Univ, Peabody Coll, Publ Policy & Educ, Nashville, TN 37203 USA

来源：

EDUCATIONAL RESEARCHER | 2015年 / 44卷 / 02期

关键词：

accountability; educational policy; policy analysis; regression analyses; statistics; teacher research; ACCOUNTABILITY;

D O I：

10.3102/0013189X15574904

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Our aim in this article is to draw attention to some underappreciated problems in the design and implementation of evaluation systems that incorporate value-added measures. We focus on four: (1) taking into account measurement error in teacher assessments, (2) revising teachers' scores as more information becomes available about their students, and (3) and (4) minimizing opportunistic behavior by teachers during roster verification and the supervision of exams.

引用

页码：77 / 86

页数：10

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