Examining teacher effectiveness through value-added scores and observed teaching practices

Value-added assessment is designed to measure teacher contributions to student achievement in order to promote effective teaching (Battelle for Kids, 2011b; Darling-Hammond et al., 2012; Lee, 2011). When value-added assessment is used, research indicates that in some cases effective teaching is promoted, but in other cases it is not (Amrein-Beardsley & Collins, 2012; Darling-Hammond et al., 2012; Betebenner et al., 2012; McCaffrey & Hamilton, 2007; Quattrochi & Chapman, 2010). One reason that effective teaching may not be promoted is value-added models are not specifically designed to be diagnostic tools of effective teaching (Betebenner et al., 2012; Darling-Hammond, et al., 2012; Goe, 2008; RAND Corporation, 2004). Empirical evidence about which specific teaching practices improve student learning is lacking and additional research is needed (Goe, 2008; RAND Corporation, 2004; Stronge, Ward, & Grant, 2011).

Discipline thesis:degree_discipline

School Administration

Grantor

Oklahoma State University

Year dc:date.issued

2022

Author dc:creator

• Castro Braun, Amy

Advisor dc:contributor.advisor

• Curry, Katherine

Committee members dc:contributor.committeemember

• Harris, Ed
• Self, Mary Jo
• Ormsbee, Christine

Statement dc:rights

• Copyright is held by the author who has granted the Oklahoma State University Library the non-exclusive right to share this material in its institutional repository. Contact Digital Library Services at lib-dls@okstate.edu or 405-744-9161 for the permission policy on the use, reproduction or distribution of this material.

Language dc:language

en_US

Handle dc:identifier.uri

https://hdl.handle.net/20.500.14446/337123

OAI identifier oai:identifier

oai:openresearch.okstate.edu:20.500.14446/337123