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来源类型 | Publication |
来源ID | Working 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. |
URL | https://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 |
推荐引用方式 GB/T 7714 | Alexandra Resch,Eric Isenberg. How Do Test Scores at the Floor and Ceiling Affect Value-Added Estimates?. 2014. |
条目包含的文件 | ||||||
文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
Test_Scores_Floor_to(467KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 |
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