Read an interesting study about three different approaches to using the popular Value-Added-Models or (VAM) today that are being used for grading schools and providing high-stakes evaluation for teachers and school leaders. The only problem with the concept of any of these VAM machinations is that they assume that whatever assessment they are adding value too can accurately judge instructional quality. There is no such evidence to support this assumption. My grade school Algebra I teacher taught me never to ASSUME. Thank you Mr. Weber, that lesson has served me well most of my life!
What do you think about the concept of Value-Added and what evidence might you be aware of supporting that the achievement or aptitude tests that most states have chosen are able to make valid inferences about whether or not kids have been well taught or not?
Is anyone talking about this in your state?
What do you think about the concept of Value-Added and what evidence might you be aware of supporting that the achievement or aptitude tests that most states have chosen are able to make valid inferences about whether or not kids have been well taught or not?
Is anyone talking about this in your state?
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