[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-584409-105":59,"doc-detail-584409-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","validity-of-the-use-of-large-scale-assessments-for-teacher-evaluation-background","Validity of the Use of Large-Scale Assessments for Teacher Evaluation - Background","","Briefs prepared by leading education assessment scholars discuss how large-scale assessment results are used in teacher evaluation, focusing on value-added indicators and their limitations. The text argues that technical validity and indicator design alone do not address broader implementation issues, including reliability, bias, accuracy, and unintended negative consequences. It proposes evaluating accountability systems by their consequences and stresses the need for a “theory of action” mapping data use to education-changing actions and policy goals.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/validity-of-the-use-of-large-scale-assessments-for-teacher-evaluation-background/584409/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/validity-of-the-use-of-large-scale-assessments-for-teacher-evaluation-background/584409.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1786070896","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do technical characteristics of value-added indicators not fully solve teacher evaluation validity?","Question",{"text":112,"@type":113},"The text notes that technical adequacy addresses only part of the problem, because larger issues arise in designing and implementing complex indicator systems and their consequences for policy goals.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the document propose judging the validity of an accountability system?",{"text":117,"@type":113},"It cites Henry Braun’s view that the ultimate criterion is the consequences—whether the system generates useful information and constructive responses without unduly damaging other goals.",{"name":119,"@type":110,"acceptedAnswer":120},"What is a “theory of action” in the context of value-added data use?",{"text":121,"@type":113},"It is the mapped chain of intermediate steps showing how value-added/student growth analyses become knowledge and ultimately education-changing actions at the start of implementation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584409,1792470820,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},549768072016,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Two-page Briefs Prepared by:  \nDamian Betebenner, National Center for the Improvement of Educational Assessment Henry Braun, Boston College Sean Corcoran, New York University Linda Darling-Hammond, Stanford University John Friedman, Harvard University Daniel Goldhaber, University of Washington Andrew Ho, Harvard Graduate School of Education Thomas Kane, Harvard University Helen Ladd, Duke University Robert Pianta, University of Virginia Jonah Rockoff, Columbia Business School  \nJesse Rothstein, University of California, Berkeley  \nDamian Betebenner, National Center for the Improvement of Educational Assessment  \n“Validity of the Use of Large-Scale Assessments for Teacher Evaluation”Background  \nRecent policy initiatives including Race to the Top and the ESEA waiver program have rapidly advanced the use of large-scale assessment results in analyses directed toward the evaluation of teacher quality. The vast majority of research conducted on the use of large-scale assessment outcomes for teacher evaluation has focused on the technical characteristics of the indicators (often referred to as teacher “value-added” effects) . Though of great importance, the technical characteristics of value-added/student growth statistics goes only part way toward addressing larger issues associated with the development and implementation of complex indicator systems. The trajectory in the development of value-added/student growth and its use for teacher evaluation is not unlike the early development of large-scale assessments where technical considerations dominated the discussions about the tests and the ultimate (ab)use of the results was not as well mapped out in advance.  \nIn a recent piece entitled Problems with the use of test scores to evaluate teachers issued by the Economic Policy Institute (EPI, 2010), the distinguished authors document many of the lessons learned over the past two decades with the use of large-scale assessment. The authors highlight the importance of creating a comprehensive evaluation system that supports increased teacher performance. They point out that the use of large-scale test results is not orthogonal to the development of such an evaluation system, but fear that an over-reliance on such indicators will have many unintended negative consequences.  \nCurrently, my primary interests center on the development of complex indicator systems that support, in some cases, teacher evaluation systems. The biggest challenge in this development is to strike the perfect balance between issues associated with technical adequacy (e.g. , reliability/precision, accuracy/bias, validity) and the creation of a system that has the potential to increase the efficacy of the education system. To that end, my interests are in exploring real world design issues associated with implementing complex indicator systems for reporting and accountability purposes.  \nCriteria for evaluating evaluation systems  \nWhat would be considered a good teacher evaluation system—a component of which is a value-added/student growth metric? Put more colloquially, how would we know a good use of value-added/student growth for educator evaluation if we ran into one? In his 2008 presentation at the Reidy Interactive Lecture Series (Braun, 2008), Professor Henry Braun argued that the ultimate criterion by which to judge the validity of an accountability system is by the consequences.  \nAssessment practices and systems of accountability are systemically valid if they generate useful information and constructive responses that support one or more policy goals (Access, Quality, Equity, Efficiency) within an education system, without causing undue deterioration with respect to other goals.  \nFor indicator systems to yield the outcomes we intend—that is, be systematically valid—it is critical to map out these outcomes together with all the intermediate steps that would lead to their realization at the beginning. This map that details how data derived from value-  \nadde","cbCaiqHdrX8zESe1","https://ap.wps.com/l/cbCaiqHdrX8zESe1","pdf",799543,37,"English","# Validity of the Use of Large-Scale Assessments for Teacher Evaluation\n## Criteria for evaluating evaluation systems\n## References","[{\"question\":\"Why do technical characteristics of value-added indicators not fully solve teacher evaluation validity?\",\"answer\":\"The text notes that technical adequacy addresses only part of the problem, because larger issues arise in designing and implementing complex indicator systems and their consequences for policy goals.\"},{\"question\":\"How does the document propose judging the validity of an accountability system?\",\"answer\":\"It cites Henry Braun’s view that the ultimate criterion is the consequences—whether the system generates useful information and constructive responses without unduly damaging other goals.\"},{\"question\":\"What is a “theory of action” in the context of value-added data use?\",\"answer\":\"It is the mapped chain of intermediate steps showing how value-added/student growth analyses become knowledge and ultimately education-changing actions at the start of implementation.\"}]","Validity of the Use of Large-Scale Assessments for Teacher Evaluation - Background | PDF",1792050918,93]