Evaluación de la evidencia de validez sobre el uso de modelos de valor agregado para evaluar a los docentes: Una revisión sistemática

Autores/as

DOI:

https://doi.org/10.14507/epaa.31.8201

Palabras clave:

validez/confiabilidad, eficacia de la escuela/docente, evaluación docente, política educativa, modelos de valor agregado

Resumen

Las agencias educativas locales (LEA) continúan utilizando modelos de valor  agregado (VAM) para políticas y propósitos de evaluación docente, a menudo con  consecuencias. Aunque la Ley Every Student Succeeds (ESSA) proporciona más  flexibilidad a las LEA, pocas han descontinuado el uso de VAM, lo que sugiere que  interpretan los VAM como una medida válida de la eficacia docente. En esta revisión  sistemática, utilizamos un marco basado en los Estándares de Pruebas Educativas y Psicológicas (Standards of Educational and Psychological Testing; AERA et al., 2014) para examinar la evidencia de validez contenida en 75 artículos publicados en revistas revisadas por pares de alta calidad en los que los autores de los artículos apoyaron o cuestionó las  interpretaciones de los usuarios y los usos de los VAM. Se presentan resultados con  implicaciones para la política educativa.

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Biografía del autor/a

Audrey Amrein-Beardsley, Arizona State University

Audrey Amrein-Beardsley, Ph.D., is a Professor in the Mary Lou Fulton Teachers College at Arizona State University. Her research focuses on the use of value-added models (VAMs) in and across states before and since the passage of the Every Student Succeeds Act (ESSA). More specifically, she is conducting validation studies on multiple system components, as well as serving as an expert witness in many legal cases surrounding the (mis)use of VAM-based output.

Matthew Ryan Lavery, South Carolina Education Oversight Committee

Matthew Ryan Lavery, Ph.D., serves as the Deputy Director for the South Carolina Education  Oversight Committee. Prior to the EOC, he taught at the secondary level for eight years before  earning a Ph.D. in Educational Research Methodology, Measurement, and Analysis from the  University of Central Florida. His research focuses on the valid use of educational data to  inform the improvement of educational leadership, policy, programs, and student outcomes. 

Jessica Holloway, Australian Catholic University

Jessica Holloway, Ph.D., is a Senior Research Fellow within the Institute for Learning Sciences
and Teacher Education (ILSTE) at the Australian Catholic University. Her research draws on
political theory and policy sociology to ask how metrics, data, and digital tools produce new
conditions, practices, and subjectivities, especially in relation to teachers and schools. Her recent
books include Expertise (2023, with Jessica Gerrard) and Metrics, Standards and Alignment in Teacher
Policy: Critiquing Fundamentalism and Imagining Pluralism (2021).

Margarita Pivovarova, Arizona State University

Margarita Pivovarova, Ph.D., is an Associate Professor in the Mary Lou Fulton Teachers College
at Arizona State University. Her research focuses on the relationship between student
achievement, teacher mobility, and school contextual factors. More specifically, she explores the
factors associated with teacher attrition from public and charter schools, and immigrant student
achievement in schools with varied student demographics.

Debbie L. Hahs-Vaughn, University of Central Florida

Debbie L. Hahs-Vaughn, Ph.D., is a Professor in Methodology, Measurement, and Analysis at
the University of Central Florida. Her primary research relates to methodological issues
associated with applying quantitative statistical methods to survey data obtained under complex
sampling designs and using complex survey data to answer substantive research questions. She is
the author of six quantitative statistics textbooks and over 60 articles in professional outlets.

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Publicado

2023-10-24

Cómo citar

Amrein-Beardsley, A., Ryan Lavery, M., Holloway, J., Pivovarova, M., & L. Hahs-Vaughn, D. (2023). Evaluación de la evidencia de validez sobre el uso de modelos de valor agregado para evaluar a los docentes: Una revisión sistemática . Archivos Analíticos De Políticas Educativas, 31. https://doi.org/10.14507/epaa.31.8201

Número

Vol. 31 (2023)

Sección

Articles

Licencia

Derechos de autor 2023 Audrey Amrein-Beardsley, Matthew Ryan Lavery, Jessica Holloway, Margarita Pivovarova, Debbie L. Hahs-Vaughn

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-CompartirIgual 4.0.