Methodological Concerns About the Education Value-Added Assessment System

2008 ◽  
Vol 37 (2) ◽  
pp. 65-75 ◽  
Author(s):  
Audrey Amrein-Beardsley
Keyword(s):  
Value Added ◽  
Assessment System ◽  
Regression To The Mean ◽  
Methodological Issues ◽  
User Friendliness ◽  
Paradigm Case ◽  
Student Background ◽  
Data Regression ◽  
Value Added Models ◽  
Education Value

Value-added models help to evaluate the knowledge that school districts, schools, and teachers add to student learning as students progress through school. In this article, the well-known Education Value-Added Assessment System (EVAAS) is examined. The author presents a practical investigation of the methodological issues associated with the model. Specifically, she argues that, although EVAAS is probably the most sophisticated value-added model, it has flaws that must be addressed before widespread adoption. She explores in depth the shortage of external reviews and validity studies of the model, its insufficient user-friendliness, and methodological issues about missing data, regression to the mean, and student background variables. She also examines a paradigm case in which the model was used to advance unfounded assertions.

scholarly journals Methodological Concerns About the Education Value-Added Assessment System (EVAAS): Validity, Reliability, and Bias

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402092222
Author(s):  
Audrey Amrein-Beardsley ◽  
Tray Geiger
Keyword(s):  
Value Added ◽  
Assessment System ◽  
School Level ◽  
Business Analytics ◽  
Validity And Reliability ◽  
Independent School District ◽  
Value Added Models ◽  
Education Value ◽  
Composition Factors ◽  
Student Composition

The Education Value-Added Assessment System (EVAAS), the value-added model (VAM) sold by the international business analytics software company SAS Institute Inc., is advertised as offering “precise, reliable and unbiased results that go far beyond what other simplistic [value-added] models found in the market today can provide.” In this study, we investigated these claims, as well as others pertaining to the validity or truthfulness of model output, by conducting analyses on more than 1,700 teachers’ EVAAS results (i.e., actual EVAAS output to which no other external scholars have had access prior) from the Houston Independent School District (HISD). We found the EVAAS to perform, overall, in line with other VAMs in terms of validity and reliability, although it yielded possibly more biased value-added estimates than other VAMs due to differences in teacher’s EVAAS scores based on school-level student composition factors.

Controlling for Student Background in Value-Added Assessment of Teachers

2004 ◽  
Vol 29 (1) ◽  
pp. 37-65 ◽  
Author(s):  
Dale Ballou ◽  
William Sanders ◽  
Paul Wright
Keyword(s):  
Socioeconomic Status ◽  
Teacher Effectiveness ◽  
Test Performance ◽  
Fixed Effects ◽  
Value Added ◽  
Assessment System ◽  
Student Background ◽  
Background Factors ◽  
Fixed Effects Estimator ◽  
History Of

The Tennessee Value-Added Assessment System measures teacher effectiveness on the basis of student gains, implicitly controlling for socioeconomic status and other background factors that influence initial levels of achievement. The absence of explicit controls for student background has been criticized on the grounds that these factors influence gains as well. In this research we modify the TVAAS by introducing commonly used controls for student SES and demographics. The introduction of controls at the student level has a negligible impact on estimated teacher effects in the TVAAS, though not in a simple fixed effects estimator with which the TVAAS is compared. The explanation lies in the TVAAS’s exploitation of the covariance of tests in different subjects and grades, whereby a student’s history of test performance substitutes for omitted background variables.

scholarly journals Using the TxVAAS to Improve Teacher Effectiveness: Investigating the Research-Situated “Truths” Behind TxVAAS Claims

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Audrey Amrein-Beardsley ◽  
Clarin Collins
Keyword(s):  
Content Analysis ◽  
Teacher Effectiveness ◽  
Value Added ◽  
Psychological Testing ◽  
Assessment System ◽  
Education Value

At the time of this study, the Texas Value-Added Assessment System (TxVAAS) was being piloted throughout Texas to hold teachers more accountable for their effects on students' achievement (i.e., teachers’ value added). It is still being used by districts throughout Texas today. Using a framework informed by the<em> Standards for Educational and Psychological Testing</em>, researchers conducted a content analysis of the marketing and research-based claims asserted about the TxVAAS, to (a) examine the “truth” of each claim to (b) help others critically consume the marketing claims using (c) nonproprietary, peer-reviewed literature. Given that the more popular, and also proprietary version of the TxVAAS—the Education Value-Added Assessment System—continues to be sold and marketed to other states and districts in similar ways, researchers deemed it critical to intervene before other states and districts might blindly trust the marketing and research-based claims presented.

All sizzle and no steak

2017 ◽  
Vol 99 (2) ◽  
pp. 53-59 ◽  
Author(s):  
Audrey Amrein-Beardsley ◽  
Tray Geiger
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Value Added ◽  
Special Education Students ◽  
Assessment System ◽  
Education Students ◽  
High Stakes ◽  
Educational Value ◽  
Value Added Models

Houston’s experience with the Educational Value-Added Assessment System (R) (EVAAS) raises questions that other districts should consider before buying the software and using it for high-stakes decisions. Researchers found that teachers in Houston, all of whom were under the EVAAS gun, but who taught relatively more racial minority students, higher proportions of English language learners, higher proportions of students eligible for free or reduced-price lunches, and higher proportions of special education students, had significantly lower EVAAS scores than colleagues teaching elsewhere in the Houston district. Hence, results suggest that the EVAAS does not, at least in Houston and perhaps elsewhere, offer states, districts, and schools the precise, reliable, and unbiased results that go far beyond what other simplistic [value-added] models found in the market today can provide, as the software owner, SAS Institute Inc., claims. Rather, evidence shows that EVAAS estimates in Houston, and likely elsewhere, may be biased against teachers who teach disproportionate percentages of certain type of students in their classrooms.

scholarly journals ANALISIS PENERAPAN PEMUNGUTAN PAJAK PERTAMBAHAN NILAI PADA BUMN SEBAGAI PEMUNGUT DAN TIDAK SEBAGAI PEMUNGUT PAJAK PERTAMBAHAN NILAI (STUDI KASUS PADA PT PELABUHAN INDONESIA III Cabang Benoa)

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Agista Ayu Aksari
Keyword(s):  
Data Analysis ◽  
Value Added ◽  
The State ◽  
Assessment System ◽  
Sales Tax ◽  
Value Added Tax ◽  
Self Assessment ◽  
A Value ◽  
The Difference

On 1st July 2012 SOE (State-Owned Enterprises)become the Value Added Tax (VAT) collector. According to the regulation of the Ministher of Finance No.85/PMK.03/2012 about the appointment of the State Owned Enterprises to collect, deposit and reporting Value Added Tax (VAT) and Sales Tax on Luxurious Goods, and precedures for collecting, depositing and reporting. The purpose of this research is to determine the difference between SOE as a Value Added Tax collector and not as a Value Added Tax collector.The object of this research is PT Pelabuhan Indonesia III cabang Benoa. The data analysis in this research is to analyze the calculation and reportig of VAT before being VAT collector and when it became VAT collector.The result of this research it is known that are the application of the value added tax on PT Pelabuhan Indonesia III Cabang Benoa before becoming tax collector is charged directly by fiskus and has official assessment system and as a PT Pelabuhan Indonesia III Cabang Benoa has a self assessment system whereby PT Pelabuahan Indonesia III Cabang Benoa became ILL wapu. Differnce in PT Pelabuhan Indonesia III Cabang Benoa as a collector, and the collector Is a time before becoming a collector has aself just my assessment system whereas before becoming a collector has official assessment system. Tax eceipt when it became a collector of VAT using duplicate counts 3 before becoming a collector only uses 2 of the double. For SSp before becoming a duplicate while using 4 collector as a collector to use duplicate. DOI 10.5281/zenodo.1214932

scholarly journals Using Lagged Outcomes to Evaluate Bias in Value-Added Models

2016 ◽  
Author(s):  
Raj Chetty ◽  
John Friedman ◽  
Jonah Rockoff
Keyword(s):  
Value Added ◽  
Value Added Models

Influence of Intellectual Capital on Performance

2021 ◽  
Vol 12 (2) ◽  
pp. 53-71
Author(s):  
Kanishka Gupta ◽  
T. V. Raman
Keyword(s):  
Financial Performance ◽  
Intellectual Capital ◽  
Value Added ◽  
Dynamic Panel Data ◽  
Return On Assets ◽  
Time Period ◽  
Panel Data Regression ◽  
Data Regression ◽  
Developed World ◽  
The Impact

Intellectual capital (IC) has gained recognition in enhancing the firms' value and gain a competitive advantage in the developed world. The present study examines the impact of IC on firms' financial performance. The study takes 48 companies for the time period of 10 years (2009-2018). The paper has used modified Pulic's value added intellectual coefficient (VAIC) as a proxy to measure IC and return on assets (ROA) to measure firms' financial performance. Granger causality between all the components of IC and ROA has been tested using Dumitrescu-Hurlin test. To analyse the impact, correlation and dynamic panel data regression technique has been applied. The result indicates that overall intellectual capital, human capital, relational capital, process capital, and financial capital have a significant impact on financial performance. On the other hand, innovation capital has no significant relationship with firms' financial performance. The results are helpful for managers, policymakers, government, and investors so that they can properly manage and regulate the IC of their organization.

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