Group items tagged

The validity of a measure is based on evidence regarding the inferences and assumptions that are intended to be made and the uses to which the measure will be put. Showing that the three tests in question are comparable does not support Shulenburger's assertion regarding the value-added measure as a valid indicator of institutional effectiveness. The claim that public university groups have previously judged the value-added measure as appropriate does not tell us anything about the evidence upon which this judgment was based nor the conditions under which the judgment was reached. As someone familiar with the process, I would assert that there was no compelling evidence presented that these instruments and the value-added measure were validated for making this assertion (no such evidence was available at the time), which is the intended use in the VSA.

(however much the sellers of these tests tell you that those samples are "representative"), they provide an easy way out for academic administrators who want to avoid the time-and-effort consuming but incredibly valuable task of developing detailed major program learning outcome statements (even the specialized accrediting bodies don't get down to the level of discrete, operational statements that guide faculty toward appropriate assessment design)

f somebody really cared about "value added," they could look at each student's first essay in this course, and compare it with that same student's last essay in this course. This person could then evaluate each individual student's increased mastery of the subject-matter in the course (there's a lot) and also the increased writing skill, if any.