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The Artificial Conflation of Teacher-Level “Multiple Measures” by Tray Geiger & Audrey Amrein-Beardsley - August 04, 2017In this commentary, authors introduce the idea of artificial conflation, as predicated by Campbell’s Law, and as defined by how those with power might compel principals to artificially conflate teachers’ observational with their value-added scores to purposefully exaggerate perceptions of validity, via the engineering of conflated correlation coefficients between these two indicators over time. To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Tray Geiger
Arizona State University
E-mail Author
TRAY GEIGER is a PhD student in Educational Policy and Evaluation at Arizona State University. His research interests include high-stakes testing as related to accountability policy, equity issues, and Critical Race Theory.
- Audrey Amrein-Beardsley
Arizona State University
E-mail Author
AUDREY AMREIN-BEARDSLEY, PhD, is an Associate Professor at Mary Lou Fulton Teachers College at Arizona State University.
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