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The Artificial Conflation of Teacher-Level �Multiple Measures�

by Tray Geiger & Audrey Amrein-Beardsley � August 04, 2017

In 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.

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Cite This Article as: Teachers College Record, Date Published: August 04, 2017
http://www.tcrecord.org ID Number: 22120, Date Accessed: 7/22/2018 7:55:00 PM

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About the Author
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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