For this study, researchers critically reviewed documents pertaining to the highest profile of the 15 teacher evaluation lawsuits that occurred throughout the U.S. as pertaining to the use of student test scores to evaluate teachers. In New Mexico, teacher plaintiffs contested how they were being evaluated and held accountable using a homegrown value-added model (VAM) to hold them accountable for their students’ test scores. Researchers examined court documents using six key measurement concepts (i.e., reliability, validity [i.e., convergent-related evidence], potential for bias, fairness, transparency, and consequential validity) defined by the Standards for Educational and Psychological Testing and found evidence of issues within both the court documents as well as the statistical analyses researchers conducted on the first three measurement concepts (i.e., reliability, validity [i.e., convergent-related evidence], and potential for bias).

中文翻译：

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使用考试成绩评估新墨西哥州的学校教师并对其负责

在这项研究中，研究人员批判性地审查了与在美国各地发生的 15 起教师评估诉讼中最引人注目的文件有关，这些诉讼与使用学生考试成绩评估教师有关。在新墨西哥州，教师原告质疑如何使用本土增值模型 (VAM) 对他们进行评估和问责，以让他们对学生的考试成绩负责。研究人员使用六个关键衡量概念（即可靠性、有效性 [即收敛性相关证据]、潜在偏见、公平性、透明度、