Toward an objective evaluation of teacher performance: The use of variance partitioning analysis, VPA.

dc.creator	Eduardo R. Alicias
dc.date	2005-05-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:18:38Z
dc.date.available	2015-08-12T11:18:38Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/9b46cc936ffc4896b51520b6f72db36f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27060
dc.description	Evaluation of teacher performance is usually done with the use of ratings made by students, peers, and principals or supervisors, and at times, selfratings made by the teachers themselves. The trouble with this practice is that it is obviously subjective, and vulnerable to what Glass and Martinez call the "politics of teacher evaluation," as well as to professional incapacities of the raters. The value-added analysis (VAA) model is one attempt to make evaluation objective and evidenced-based. However, the VAA model'especially that of the Tennessee Value Added Assessment System (TVAAS) developed by William Sanders'appears flawed essentially because it posits the untenable assumption that the gain score of students (value added) is attributable only and only to the teacher(s), ignoring other significant explanators of student achievement like IQ and socio-economic status. Further, the use of the gain score (value-added) as a dependent variable appears hobbled with the validity threat called "statistical regression," as well as the problem of isolating the conflated effects of two or more teachers. The proposed variance partitioning analysis (VPA) model seeks to partition the total variance of the dependent variable (post-test student achievement) into various portions representing: first, the effects attributable to the set of teacher factors; second, effects attributable to the set of control variables the most important of which are IQ of the student, his pretest score on that particular dependent variable, and some measures of his socio-economic status; and third, the unexplained effects/variance. It is not difficult to see that when the second and third quanta of variance are partitioned out of the total variance of the dependent variable, what remains is that attributable to the teacher. Two measures of teacher effect are hereby proposed: the proportional teacher effect and the direct teacher effect.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/135
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 13, p 30 (2005)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Toward an objective evaluation of teacher performance: The use of variance partitioning analysis, VPA.
dc.type	article