“Value-Less” Value-Added Data
Peter Greene, a veteran teacher of English in Pennsylvania who works as a teacher in a state using the Pennsylvania version of the Education Value-Added Assessment System (EVAAS), wrote last week (October 5, 2015) in his Curmudgucation blog about his “Value-Less Data.” I thought it very important to share with you all, as he does a great job deconstructing one of the most widespread claims being made, and most lacking research support, about using the data derived via value-added models (VAMs) to inform and improve what teachers do in their classrooms.
Greene sententiously critiques this claim, writing:
It’s autumn in Pennsylvania, which means it’s time to look at the rich data to be gleaned from our Big Standardized Test (called PSSA for grades 3-8, and Keystone Exams at the high school level).
We love us some value added data crunching in PA (our version is called PVAAS, an early version of the value-added baloney model). This is a model that promises far more than it can deliver, but it also makes up a sizeable chunk of our school evaluation model, which in turn is part of our teacher evaluation model.
Of course the data crunching and collecting is supposed to “Value-Less” Value-Added Data | VAMboozled!:
