Okul ve Öğretmen Performanslarının Katma Değer Modellemesi ile Değerlendirilmesi

Abstract

The aim of this study is to carry out an exemplary application through the generalized persistence model that can provide objective evidence for the evaluation of school and teacher performances in Turkey. For this purpose, it has been tried to determine the contribution of teachers and schools to the development of students' academic achievement. The study group consists of 1565 secondary school students studying in 12 different secondary schools in Antalya and a total of 215 teachers who teach these students' science, mathematics, social sciences, and Turkish lessons. The data included results of science, mathematics, social sciences, and Turkish subtests for the same students in their 6th, 7th and 8th grades. The GPVam package in R software was used for the analysis of the data. The school type variable was included in the model to eliminate the effect of school type (public or private) from the value-added scores of teachers and schools. The effects of teachers and schools on the development of students were determined through the EBLUP values estimated through the model. It was observed that the value-added scores determined for different subtests of teachers and schools differed. In addition, the correlation values between teacher and school value added scores in different years vary for each subtest and for the year in which the effect was examined. The low correlation values between the value-added scores in different years were interpreted as the variation in the content of the tests by years. According to the results of the study, it is suggested that the generalized persistence model can be included in the process of evaluating teacher and school performances to provide an objective dimension to the process.