Document Type

Article

Publication Date

Spring 2014

Publication Source

Journal of Research in Education

Abstract

The authors describe five value-added methods (VAM) used in school assessment as the backdrop to their main thesis. Then they review the assumptions underlying measurement and evaluation, the foundation of all assessment systems, including value-added. They discuss the traditional criterion variable used in VAM: a standardized test score. Next, they challenge the univariate assumptions of VAMs, and argue that a multivariate paradigm of VAM is more advantageous for educators and stakeholders. Finally they describe a potential scenario whereby a multivariate VAM might be implemented.

Inclusive pages

99-111

Document Version

Published Version

Comments

This document is provided for download by permission of the publisher. Permission documentation is on file.

Publisher

Eastern Educational Research Association

Volume

24

Issue

1

Peer Reviewed

yes


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