Sekce 1 – Teorie a metoda v pedagogice
Autoři: Eva Potužníková
Abstrakt: Cílem příspěvku je posoudit potenciál modelů přidané hodnoty pro účely hodnocení kvality vzdělávání v České republice. Příspěvek je postaven na empirickém porovnání několika modelů, které se v zahraničních vzdělávacích systémech používají k hodnocení kvality škol na základě dosažených vzdělávacích výsledků.
Klíčová slova: Kvalita vzdělávání, standardizované testy, modely přidané hodnoty, socioekonomický status, CLoSE
Title: Potential benefits and limits of assessing school quality by value-added models
Abstract: Student achievement in a common part of the maturita examination or in tests developed by the Czech School Inspectorate are recent examples of standardized achievement data used as information on school quality. However, student achievement in standardized tests depends not only on the school’s teaching practice, but also on student background factors outside school control. Value-added models (VAMs) that relate student achievement to their previous achievement level have been proposed as a fairer and more precise method to assess school quality (OECD, 2008). This contribution compares school rankings calculated by means of four statistical models including two VAMs, similarly as in Tekwe et al. (2004). The models were fitted in R software (Doran & Lockwood, 2006) using data from mathematics tests administered as part of the Czech Longitudinal Study in Education (CLoSE). The lack of longitudinal student data obtained by high-quality test instruments is a main challenge in using VAMs.
Keywords: Educational quality, standardized tests, value-added models, socioeconomic status, CLoSE
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