Applying Value-Added Models to Student Achievement
نویسندگان
چکیده
منابع مشابه
The effect of school spending on student achievement: addressing biases in value-added models
The estimation of education production models used to evaluate the effect of school inputs and past skills on test scores, often called value-added models, can be biased by three main econometric issues: unobserved child characteristics, unobserved family and school characteristics and measurement error. We propose a two-step estimation technique which exploits the availability of test scores a...
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Should Value-Added Models Control for Student Absences?* Whether or not value-added models should control for contemporaneous student absences is theoretically ambiguous, as such absences are only partly outside of teachers’ control. Teachers often feel strongly that value-added models should account for student attendance, and many districts’ value-added models condition on lagged student abse...
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Non-random assignment of students to teachers can bias value added estimates of teachers’ causal effects. Rothstein (2008a, b) shows that typical value added models indicate large counter-factual effects of 5th grade teachers on students’ 4th grade learning, indicating that classroom assignments are far from random. This paper quantifies the resulting biases in estimates of 5th grade teachers’ ...
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This paper demonstrates how stereotypic student groups can be created to enhance cognitive models in computer tutors. Computer tutors use cognitive models to track what skills students are learning and what practice attempts are most needed; often, these models contain relatively few individualized student parameters due to computational concerns. A hybrid approach emphasizing tractability and ...
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Normally, when considering a model of learning, one compares the model to some measure of learning that has been aggregated over students. What happens if one is interested in individual differences? For instance, different students may have received different help, or may have behaved differently. In that case, one is interested in comparing the model to the individual learner. In this study, ...
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ژورنال
عنوان ژورنال: Magyar Pedagógia
سال: 2016
ISSN: 0025-0260
DOI: 10.17670/mped.2016.1.3