State VAMS don't reflect content, quality of teachers' instruction
Tuesday, May 13, 2014 - 13:01
in Health & Medicine
New research published online today in Educational Evaluation and Policy Analysis (EEPA), a peer-reviewed journal of the American Educational Research Association, finds weak to nonexistent relationships between state-administered value-added model (VAM) measures of teacher performance and the content or quality of teachers' instruction. Based on their results, the authors question whether VAM data will be useful in evaluating teacher performance and shaping classroom instruction.