Examining High and Low Value-Added Mathematics: Can Expert Observers Tell the Difference?
Publication information:
Hill, H., Gogolen, C., Litke, E., Humez, A., Blazar, D., Corey, D., Barmore, J., Chin, M., Beisiegel, M., Roesler, S., Salzman, L., Braslow, D., & Rabinowicz, S. (2013). Examining High and Low Value-Added Mathematics: Can Expert Observers Tell the Difference? Association for Public Policy Analysis & Management Fall Research Conference. (Original work published 2013)
Abstract
In this study, we use value-added scores and video data in order to mount an exploratory study of high- and low-VAM teachers' instruction. Specifically, we seek to answer two research questions: First, can expert observers of mathematics instruction distinguish between high- and low-VAM teachers solely by observing their instruction? Second, what instructional practices, if any, consistently characterize high but not low-VAM teacher classrooms? To answer these questions, we use data generated by 250 fourth- and fifth-grade math teachers and their students in four large public school districts.Preliminary analyses indicate that a teacher's value-added rank was often not obvious to this team of expert observers.