대규모 학업성취도 평가 자료를 활용한 학교 부가가치 추정모형의 비교 = Comparing Models for Estimating School Value-Added using Large-scale Achievement Data

다국어 초록 (Multilingual Abstract)

School's academic progress is an important criterion for reporting school accountability. Value-Added Model provides a methodological solution for measuring schools’ progress. This study, under the assumption that large-scale longitudinal data is available, aims to compare several statistical options currently available for value-added analysis. The Contextual Value-Added model (VAM) of English accountability system, a model utilizing school-level random effect of 3-level growth model as a value -added indicator, and Layered Mixed Effect Model (LMEM) of Tennessee Value-Added Accountability System (TVAAS) are empirically compared using data from Longitudinal Study of American Youth (LSAY). Discussions are provided in terms of needed data type and structure, definition of value-added when individual background and school context are controlled and not controlled, and how to utilize estimated school value-added.

국문 초록 (Abstract)

학교의 책무성에 대한 판단 근거로 향상의 정도에 관한 정보를 활용하고자 할 경우, 부가가치 모형은 향상도에 대한 통계적 분석을 위한 방법론적 틀을 제공한다. 본 연구는 부가가치모형을 활용할 수 있는 대규모 자료가 가용함을 전제로 몇 가지 주요한 부가가치 모형을 활용하여 부가가치 지수를 실제로 추정하고, 모형을 통한 결과를 비교하고, 각 모형의 장단점을 분석하며, 이를 실제 학교평가에 활용할 경우 고려해야 할 문제점들을 검토하기 위한 목적에서 수행되었다. 분석을 위해 미국 및 영국에서 실제로 부가가치 분석을 위해 활용되고 있는 모형들을 비교하였다. 비교에 사용된 부가가치 모형은 영국에서 활용되고 있는 공변인 통제 방식의 Contextual Value-Added Model(CVA), 3-수준 다층 성장모형의 학교수준 무선효과를 활용한 모형, 그리고 Tennessee Value-Added Accountability System(TVAAS)에서 교사책무성 분석에 활용되는 Layered Mixed Effect Model(LMEM)이다. 각 모형에 대해 개인 배경변수 및 학교의 맥락변수를 투입한 모형과 투입하지 않은 모형을 제시하고, 측정시점, 자료의 구조, 맥락변수 투입에 따른 부가가치 지수의 의미 및 부가가치 모형의 활용 방안 등을 비교·논의 하였다. 부가가치 모형의 실제 적용을 위해 Longitudinal Study of American Youth(LSAY, Miller et. al., 1999) 자료가 사용되었다.

참고문헌 (Reference)

1 Rubin, D. B., "potential outcomes view of value-added assessment in education" 29 (29): 103-116, 2004

2 Raudenbush, "What are value-added models estimating and what does this imply for statistical practice?" 29 (29): 121-129, 2004

3 Bryk, A. S., "Value-added analysis: A dynamic approach to the estimation of treatment effects" 1 (1): 127-155, 1976

4 Lockwood, J. Doran, H. C. McCaffrey, D. F., "Using R for estimating longitudinal student achievement models"

5 OECD, "The use of value-added models for school accountability" 2006

6 Ray, A., "The use of national value-added models for school improvement in English schools" 348 : 47-66, 2009

7 Ceperley, P. E., "The impetus for the Tennessee value-added accountability system. in: Grading teachers, grading schools: is student achievement a valid evaluation measure?" Corwin Press 133-136, 1997

8 Raudenbush, "The estimation of school effects.Journal of Educational and Behavioral" 20 (20): 307-335, 1995

9 Sanders, W. L., "The Tennessee Value-Added Assessment System (TVAAS): Mixed model methodology in educational assessment" 8 : 299-311, 1994

10 Sanders, W. L., "The Tennessee Value- Added Assessment System (TVAAS): A quantitative, outcomes-based approach to educational assessment. in: Grading Teachers, Grading Schools, Thousand Oaks" Corwin Press 1997

11 RAY, A., "School Value Added Measures in England. in: A Paper for the OECD Project on the Development of Value-Added Models in Education Systems" Department for education and Skills 2006

12 Baker, D. P., "National Difference, Global Similarities. in: World Culture and the Future of Schooling" CA 2005

13 McCaffrey, D. F., "Models for value-added modeling of teacher effects" 29 (29): 67-102, 2004

14 "Miller, J., Kimmel, L., Hoffer, T., & Nelson, C. (1999). Longitudinal study of American youth: User's manual. Chicago, IL: International Center for the Advancement of Scientific Literacy, Academy of Sciences"

15 OECD, "Making Education Count. in: Developing and Using International Indicators" OECD 1994

16 Goldstein, "Growth models in action: Selected case studies" 10 (10): 2005

17 Seltzer, M., "Examining relationships between where students start and how rapidly they progress: Using new developments in growth modeling to gain insight into the distribution of achievement within schools" 25 : 263-286, 2003

18 Coleman, J., "Equality of educational opportunity" National Center for Educational Statistics 1966

19 Ballou, D., "Controlling for student background in value-added assessment of teachers" 29 (29): 37-65, 2004

20 Choi, K., "Children left behing in AYP and non_AYP schools: Using student progress and the distribution of student gains to validate AYP" Center for the Research on Evaluation, Standards, and Student Testing, University of California, Los Angeles 2004

21 Bryk, A. S., "Assessing school academic productivity: The case of Chicago school reform" 2 : 103-142, 1998

22 Tekwe, C. D., "An empirical comparison of statistical models for value-added assessment of school performance" 29 (29): 11-36, 2004

23 Saunders, L., "A brief history of educational “value-added”: how did we get to where we are" 10 (10): 233-256, 1999