The use of 'value-added' measures in school evaluation: A view from England

This paper is about the type of measurement of schools' performance that has come to be known as "value added". In the first main section, the paper gives an account of the context of value-added approaches in education, and provides some criteria for calculating and presenting value-...

Full description

Saved in:
Bibliographic Details
Published in:Prospects (Paris) 2001-12, Vol.31 (4), p.489-502
Main Author: Saunders, Lesley
Format: Article
Language:English
Subjects:
Durchführung
Educational Administration
Educational Needs
Educational Research
Empirische Untersuchung
Evaluation
Großbritannien
Leistungsmessung
Messverfahren
Methode
Schule
Schulleistung
Value Added Models
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This paper is about the type of measurement of schools' performance that has come to be known as "value added". In the first main section, the paper gives an account of the context of value-added approaches in education, and provides some criteria for calculating and presenting value-added measures appropriately. The second half of the paper discusses the implications of a study undertaken to explore how schools actually use value-added information and concludes by suggesting that "the psychology and sociology of using numbers" need to be better understood. (DIPF/Orig.).
ISSN:0033-1538
1573-9090
DOI:10.1007/BF03220035