This post is about value-added assessment (VAA), also called value-added modeling (VAM). I saw that Louisiana’s “father of VAM,” LSU psychology professor, George Noell, and others, had recently published a VAM reflection related to VAM usage on Louisiana’s teacher preparation programs (TPPs), entitled, “Linking Student Achievement to Teacher Preparation: Emergent Challenges of in Implementing Value Added Assessment,” and I just had to write about it.
(You can read the article for free by signing up for a 14-day trial here; meanwhile, I have contacted the publisher for permission to link to full article. Stay tuned.)
Notice that Noell’s et al. title includes the carefully-selected term, “linking,” because it is a tricky game to establish that VAM proves causation and not just correlation. However, the big buzz about VAM usage in education is that VAM is often reverently consulted in decisions about the professional fates of teachers, schools, and TPPs.
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