Taken by the numbers how value-added measures distort our view of teachers' work

Title: Taken by the numbers how value-added measures distort our view of teachers' work
Creator: Smith, Robert William; Imig, Scott
Relation: Handbook of Research on Professional Development for Quality Teaching and Learning p. 634-651
Relation: Advances in Higher Education and Professional Development
Publisher Link: http://dx.doi.org/10.4018/978-1-5225-0204-3.ch030
Publisher: IGI Global
Resource Type: book chapter
Date: 2016
Description: A debate is currently being waged across the United States over the value of teacher experience and education. Multiple states have introduced new methods of calculating teacher pay based on how much growth has occurred on students' standardized test scores. Survey results from 300 principals illustrate the value of teacher experience and education, questioning the oversimplified view of teacher performance represented only by value-added measures (VAM). Legislators and some VAM researchers have been captivated by the idea of a single metric of teacher effectiveness, viewing VAM as a silver bullet for school reform. However, other than ranking teachers, there is little evidence that VAM supports teacher or school development. Alternative approaches to VAM's focus on individual teacher performance are considered.
Subject: teaching; teacher experience; education
Identifier: http://hdl.handle.net/1959.13/1338492
Identifier: uon:28033
Identifier: ISBN:9781522502050
Language: eng

		Thumbnail	File	Description	Size	Format