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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: 9/25/2018 1:14:56 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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