東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Land of Disenchantment: Bias in ...

Geiger, Tray.

Linked to FindBook

Google Book

Amazon

博客來

The Land of Disenchantment: Bias in New Mexico Teacher Evaluation Measures.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Land of Disenchantment: Bias in New Mexico Teacher Evaluation Measures./
Author:	Geiger, Tray.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	347 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-12.
Contained By:	Dissertations Abstracts International81-12.
Subject:	Education policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27835177
ISBN:	9798645456672

The Land of Disenchantment: Bias in New Mexico Teacher Evaluation Measures.
Geiger, Tray.

The Land of Disenchantment: Bias in New Mexico Teacher Evaluation Measures. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 347 p.

Source: Dissertations Abstracts International, Volume: 81-12.

Thesis (Ph.D.)--Arizona State University, 2020.

This item must not be sold to any third party vendors.

Over the past 20 years in the United States (U.S.), teachers have seen a marked shift in how teacher evaluation policies govern the evaluation of their performance. Spurred by federal mandates, teachers have been increasingly held accountable for their students' academic achievement, most notably through the use of value-added models (VAMs)-a statistically complex tool that aims to isolate and then quantify the effect of teachers on their students' achievement. This increased focus on accountability ultimately resulted in numerous lawsuits across the U.S. where teachers protested what they felt were unfair evaluations informed by invalid, unreliable, and biased measures-most notably VAMs. While New Mexico's teacher evaluation system was labeled as a "gold standard" due to its purported ability to objectively and accurately differentiate between effective and ineffective teachers, in 2015, teachers filed suit contesting the fairness and accuracy of their evaluations. Amrein-Beardsley and Geiger's (revise and resubmit) initial analyses of the state's teacher evaluation data revealed that the four individual measures comprising teachers' overall evaluation scores showed evidence of bias, and specifically, teachers who taught in schools with different student body compositions (e.g., special education students, poorer students, gifted students) had significantly different scores than their peers. The purpose of this study was to expand upon these prior analyses by investigating whether those conclusions still held true when controlling for a variety of confounding factors at the school, class, and teacher levels, as such covariates were not included in prior analyses. Results from multiple linear regression analyses indicated that, overall, the measures used to inform New Mexico teachers' overall evaluation scores still showed evidence of bias by school-level student demographic factors, with VAMs potentially being the most susceptible and classroom observations being the least. This study is especially unique given the juxtaposition of such a highly touted evaluation system also being one where teachers contested its constitutionality. Study findings are important for all education stakeholders to consider, especially as teacher evaluation systems and related policies continue to be transformed.

ISBN: 9798645456672Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

Education policy

The Land of Disenchantment: Bias in New Mexico Teacher Evaluation Measures.
LDR:03410nmm a2200337 4500 001 2268258
005 20200810100622.5
008 220629s2020 ||||||||||||||||| ||eng d
020 $a 9798645456672
035 $a (MiAaPQ)AAI27835177
035 $a AAI27835177
040 $a MiAaPQ $c MiAaPQ
100 1 $a Geiger, Tray. $3 3545526
245 1 4 $a The Land of Disenchantment: Bias in New Mexico Teacher Evaluation Measures.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 347 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-12.
500 $a Advisor: Amrein-Beardsley, Audrey.
502 $a Thesis (Ph.D.)--Arizona State University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Over the past 20 years in the United States (U.S.), teachers have seen a marked shift in how teacher evaluation policies govern the evaluation of their performance. Spurred by federal mandates, teachers have been increasingly held accountable for their students' academic achievement, most notably through the use of value-added models (VAMs)-a statistically complex tool that aims to isolate and then quantify the effect of teachers on their students' achievement. This increased focus on accountability ultimately resulted in numerous lawsuits across the U.S. where teachers protested what they felt were unfair evaluations informed by invalid, unreliable, and biased measures-most notably VAMs. While New Mexico's teacher evaluation system was labeled as a "gold standard" due to its purported ability to objectively and accurately differentiate between effective and ineffective teachers, in 2015, teachers filed suit contesting the fairness and accuracy of their evaluations. Amrein-Beardsley and Geiger's (revise and resubmit) initial analyses of the state's teacher evaluation data revealed that the four individual measures comprising teachers' overall evaluation scores showed evidence of bias, and specifically, teachers who taught in schools with different student body compositions (e.g., special education students, poorer students, gifted students) had significantly different scores than their peers. The purpose of this study was to expand upon these prior analyses by investigating whether those conclusions still held true when controlling for a variety of confounding factors at the school, class, and teacher levels, as such covariates were not included in prior analyses. Results from multiple linear regression analyses indicated that, overall, the measures used to inform New Mexico teachers' overall evaluation scores still showed evidence of bias by school-level student demographic factors, with VAMs potentially being the most susceptible and classroom observations being the least. This study is especially unique given the juxtaposition of such a highly touted evaluation system also being one where teachers contested its constitutionality. Study findings are important for all education stakeholders to consider, especially as teacher evaluation systems and related policies continue to be transformed.
590 $a School code: 0010.
650 4 $a Education policy. $3 2191387
650 4 $a Educational tests & measurements. $3 3168483
653 $a Education policy
653 $a Teacher evaluation
653 $a Value-added models
690 $a 0458
690 $a 0288
710 2 $a Arizona State University. $b Educational Policy and Evaluation. $3 3545527
773 0 $t Dissertations Abstracts International $g 81-12.
790 $a 0010
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27835177