G2TT
来源类型Publication
来源IDWorking Paper 33
How Do Test Scores at the Floor and Ceiling Affect Value-Added Estimates?
Alexandra Resch; Eric Isenberg
发表日期2014-07-30
出版者Washington, DC: Mathematica Policy Research
出版年2014
语种英语
概述Some educators are concerned that students with test scores at the bottom or top of the test score distribution will negatively affect the value-added estimates of teachers of those students.",
摘要

Some educators are concerned that students with test scores at the bottom or top of the test score distribution will negatively affect the value-added estimates of teachers of those students. Using data from a large urban district, this working paper finds that test scores at the floor contain real information about students' performance, because students who score at the floor in one year score at or near the bottom of the scale, on average, in other years. For test score ceilings, the study finds that the lower the ceiling, the more the value-added estimates tend to shrink toward the average teacher, because test scores at the ceiling contain imprecise information about students' achievement. 

URLhttps://www.mathematica.org/our-publications-and-findings/publications/how-do-test-scores-at-the-floor-and-ceiling-affect-value-added-estimates
来源智库Mathematica Policy Research (United States)
资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/487800
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GB/T 7714
Alexandra Resch,Eric Isenberg. How Do Test Scores at the Floor and Ceiling Affect Value-Added Estimates?. 2014.
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