{"id":{"repo_id":"the-open-u","oai_identifier":"oai:oro.open.ac.uk:49365"},"canonical_url":"https://search.dev.ndltd.org/etd/the-open-u/oai:oro.open.ac.uk:49365","repository":{"repo_id":"the-open-u","name":"The Open University","base_url":"https://oro.open.ac.uk/cgi/oai2"},"display":{"title":"The Validity And Reliability Of Value-Added And Target-Setting Procedures With Special Reference To Key Stage 3","abstract":"The validity of value-added systems of measurement is crucially dependent upon there being a demonstrably unambiguous relationship between the so-called baseline, or intake measures, and any subsequent measure of performance at a later stage. The reliability of such procedures is dependent on the relationships between these two measures being relatively stable over time. A number of questions arise with regard to both the validity and reliability of value-added procedures at any level in education, but this appears to be particularly problematic at Key Stage 3. Target-setting procedures usually employ value-added data as the basis for predicting future performance, and the validity and reliability of target-setting procedures is therefore also problematic. In a five-year longitudinal case study of one secondary comprehensive school, the validity of both of these procedures was investigated using quantitative and qualitative methods. The validity and reliability of Key Stage 2 data, and data from the NFER Cognitive Abilities Test (CAT), as baseline data for value-added procedures, was investigated using regression analysis. Wider perceptions of value-added procedures were opened up using detailed interviews with a representative cross-section of teachers. Target-setting procedures were investigated by analysing numerical performance data in curriculum areas, by the use of questionnaires to students, staff and parents, and by detailed interviews with a representative sample of students. The results of the investigation suggest that whilst value-added procedures have a high level of validity and reliability for Mathematics at Key Stage 3, this is less true for English and Science. For non-core subjects there appears to be no rational basis upon which value-added procedures can be used. Staff attitudes towards both value-added and target-setting were often quite ambivalent; those of students and parents were generally much more positive. A number of concerns emerged with regard to the ways in which such procedures appear to be distorting teaching and learning, producing a culture of performativity where learning is increasingly seen as a means to an end, rather than a worthwhile end in itself. These findings raise some fundamental questions about our philosophy of education, about accountability, and about the knowledge claims which are made as a result of such procedures.","abstract_html":"The validity of value-added systems of measurement is crucially dependent upon there being a demonstrably unambiguous relationship between the so-called baseline, or intake measures, and any subsequent measure of performance at a later stage. The reliability of such procedures is dependent on the relationships between these two measures being relatively stable over time. A number of questions arise with regard to both the validity and reliability of value-added procedures at any level in education, but this appears to be particularly problematic at Key Stage 3. Target-setting procedures usually employ value-added data as the basis for predicting future performance, and the validity and reliability of target-setting procedures is therefore also problematic. In a five-year longitudinal case study of one secondary comprehensive school, the validity of both of these procedures was investigated using quantitative and qualitative methods. The validity and reliability of Key Stage 2 data, and data from the NFER Cognitive Abilities Test (CAT), as baseline data for value-added procedures, was investigated using regression analysis. Wider perceptions of value-added procedures were opened up using detailed interviews with a representative cross-section of teachers. Target-setting procedures were investigated by analysing numerical performance data in curriculum areas, by the use of questionnaires to students, staff and parents, and by detailed interviews with a representative sample of students. The results of the investigation suggest that whilst value-added procedures have a high level of validity and reliability for Mathematics at Key Stage 3, this is less true for English and Science. For non-core subjects there appears to be no rational basis upon which value-added procedures can be used. Staff attitudes towards both value-added and target-setting were often quite ambivalent; those of students and parents were generally much more positive. A number of concerns emerged with regard to the ways in which such procedures appear to be distorting teaching and learning, producing a culture of performativity where learning is increasingly seen as a means to an end, rather than a worthwhile end in itself. These findings raise some fundamental questions about our philosophy of education, about accountability, and about the knowledge claims which are made as a result of such procedures.","abstract_has_math":false,"creators":["Moody, Ian Robin"],"institution":"The Open University","degree_name":null,"degree_level":"edd","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-06","date_published":"2003-06","updated_at":"2026-07-24T05:02:31Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Moody, Ian Robin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2003-06-02"]},{"key":"dc:date.issued","label":"Date","values":["2003-06"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["The Open University"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://oro.open.ac.uk/49365/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["edd"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://oro.open.ac.uk/49365/1/275094.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The validity of value-added systems of measurement is crucially dependent upon there being a demonstrably unambiguous relationship between the so-called baseline, or intake measures, and any subsequent measure of performance at a later stage. The reliability of such procedures is dependent on the relationships between these two measures being relatively stable over time. A number of questions arise with regard to both the validity and reliability of value-added procedures at any level in education, but this appears to be particularly problematic at Key Stage 3. Target-setting procedures usually employ value-added data as the basis for predicting future performance, and the validity and reliability of target-setting procedures is therefore also problematic. In a five-year longitudinal case study of one secondary comprehensive school, the validity of both of these procedures was investigated using quantitative and qualitative methods. The validity and reliability of Key Stage 2 data, and data from the NFER Cognitive Abilities Test (CAT), as baseline data for value-added procedures, was investigated using regression analysis. Wider perceptions of value-added procedures were opened up using detailed interviews with a representative cross-section of teachers. Target-setting procedures were investigated by analysing numerical performance data in curriculum areas, by the use of questionnaires to students, staff and parents, and by detailed interviews with a representative sample of students. The results of the investigation suggest that whilst value-added procedures have a high level of validity and reliability for Mathematics at Key Stage 3, this is less true for English and Science. For non-core subjects there appears to be no rational basis upon which value-added procedures can be used. Staff attitudes towards both value-added and target-setting were often quite ambivalent; those of students and parents were generally much more positive. A number of concerns emerged with regard to the ways in which such procedures appear to be distorting teaching and learning, producing a culture of performativity where learning is increasingly seen as a means to an end, rather than a worthwhile end in itself. These findings raise some fundamental questions about our philosophy of education, about accountability, and about the knowledge claims which are made as a result of such procedures."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The Validity And Reliability Of Value-Added And Target-Setting Procedures With Special Reference To Key Stage 3"]}]}],"canonical_facts":{"dc:creator":["Moody, Ian Robin"],"dc:date":["2003-06-02"],"dc:date.issued":["2003-06"],"dc:description.abstract":["The validity of value-added systems of measurement is crucially dependent upon there being a demonstrably unambiguous relationship between the so-called baseline, or intake measures, and any subsequent measure of performance at a later stage. The reliability of such procedures is dependent on the relationships between these two measures being relatively stable over time. A number of questions arise with regard to both the validity and reliability of value-added procedures at any level in education, but this appears to be particularly problematic at Key Stage 3. Target-setting procedures usually employ value-added data as the basis for predicting future performance, and the validity and reliability of target-setting procedures is therefore also problematic. In a five-year longitudinal case study of one secondary comprehensive school, the validity of both of these procedures was investigated using quantitative and qualitative methods. The validity and reliability of Key Stage 2 data, and data from the NFER Cognitive Abilities Test (CAT), as baseline data for value-added procedures, was investigated using regression analysis. Wider perceptions of value-added procedures were opened up using detailed interviews with a representative cross-section of teachers. Target-setting procedures were investigated by analysing numerical performance data in curriculum areas, by the use of questionnaires to students, staff and parents, and by detailed interviews with a representative sample of students. The results of the investigation suggest that whilst value-added procedures have a high level of validity and reliability for Mathematics at Key Stage 3, this is less true for English and Science. For non-core subjects there appears to be no rational basis upon which value-added procedures can be used. Staff attitudes towards both value-added and target-setting were often quite ambivalent; those of students and parents were generally much more positive. A number of concerns emerged with regard to the ways in which such procedures appear to be distorting teaching and learning, producing a culture of performativity where learning is increasingly seen as a means to an end, rather than a worthwhile end in itself. These findings raise some fundamental questions about our philosophy of education, about accountability, and about the knowledge claims which are made as a result of such procedures."],"dc:format":["application/pdf"],"dc:identifier.uri":["https://oro.open.ac.uk/49365/1/275094.pdf"],"dc:language":["en"],"dc:publisher.institution":["The Open University"],"dc:relation.isreferencedby":["https://oro.open.ac.uk/49365/"],"dc:title":["The Validity And Reliability Of Value-Added And Target-Setting Procedures With Special Reference To Key Stage 3"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["edd"]},"updated_at":"2026-07-24T05:02:31Z"}