Avaliando as evidências de validade do uso de modelos de valor agregado para avaliar professores: Uma revisão sistemática

Autores

DOI:

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

Palavras-chave:

validade/confiabilidade, eficácia escola/professor, avaliação docente, política educacional, modelos de valor agregado

Resumo

As agências educativas locais (LEAs) continuam a utilizar modelos de valor
acrescentado (VAM) para políticas e fins de avaliação de professores, muitas vezes com
consequências associadas. Embora a Lei de Todos os Alunos com Sucesso (ESSA)
proporcione mais flexibilidade aos LEAs, poucos descontinuaram o uso do VAM,
sugerindo que interpretam os VAM como uma medida válida da eficácia dos professores. Nesta revisão sistemática, utilizamos uma estrutura baseada nos Padrões de Testes Educacionais e Psicológicos (AERA et al., 2014) para examinar as evidências de validade contidas em 75 artigos publicados em periódicos revisados por pares de alta qualidade, nos quais os autores dos artigos apoiaram ou desafiou as interpretações e usos dos VAMs pelos usuários. São apresentados resultados com implicações para a política educacional.

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Biografia do Autor

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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Arquivos adicionais

Publicado

2023-10-24

Como Citar

Amrein-Beardsley, A., Ryan Lavery, M., Holloway, J., Pivovarova, M., & L. Hahs-Vaughn, D. (2023). Avaliando as evidências de validade do uso de modelos de valor agregado para avaliar professores: Uma revisão sistemática. Arquivos Analíticos De Políticas Educativas, 31. https://doi.org/10.14507/epaa.31.8201

Edição

v. 31 (2023)

Seção

Articles

Licença

Copyright (c) 2023 Audrey Amrein-Beardsley, Matthew Ryan Lavery, Jessica Holloway, Margarita Pivovarova, Debbie L. Hahs-Vaughn

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution-ShareAlike 4.0 International License.

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