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The Accuracy Of Teachers Expectations Using Measures Of Academic Performance Rasch Unit Scores And Spring Delaware Student Testing Program Scores
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Book Synopsis The Accuracy of Teachers' Expectations Using Measures of Academic Performance Rasch Unit Scores and Spring Delaware Student Testing Program Scores by : Bernita Thomas-Boyce
Download or read book The Accuracy of Teachers' Expectations Using Measures of Academic Performance Rasch Unit Scores and Spring Delaware Student Testing Program Scores written by Bernita Thomas-Boyce and published by . This book was released on 2007 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: The major issues raised in this correlation study concerned (a) the correlation between fall and winter MAP scores and spring DSTP scale scores in reading and mathematics, (b) the extent to which teachers were able to project students' future DSTP categorical performance based on the fall and winter MAP scores, and (c) to determine whether the correlations between RIT scores and DSTP scores were different when disaggregated by ethnicity and gender. The findings from this study suggest that RIT scores were better at projecting DSTP scale scores than teachers were at projecting DSTP performance levels, even with knowledge of MAP scores. The teachers overestimated the number of students performing in categories 1 and 2 in reading and mathematics and underestimated the number of students performing in categories 4 and 5, more so for African-American and Latino students than for European-American students. This study also found that more African-American and Latino students achieved performance levels 1 and 2 in reading and mathematics and fewer students achieved performance levels 4 and 5 in those same subjects. The review of the literature suggests teacher expectations may have been an influence in this finding. The teachers were more accurate in projecting the number of students performing in category 3 in reading and mathematics for all ethnic groups. Male and female students' reading scores in all performance levels reflected a very small gap. However, more males received performance levels 4 and 5 in mathematics. The researcher analyzed 320 sets of reading and 359 sets of mathematics data. The Pearson product-moment correlation of r = 0.77, p
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1978 with total page 1058 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Expectations by : Azucena Rangel
Download or read book Teacher Expectations written by Azucena Rangel and published by . This book was released on 2009 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation examines the influence of student, teacher, and school variables on English and math teachers' expectations for their students. Findings from multilevel-model analyses of data from the Education Longitudinal Study (ELS: 2002) show that student achievement and stigmatized status are the strongest predictors of teacher expectations. In this study, students could be stigmatized on any of three factors (ethnicity, SES, and native language). Consistent with previous research, teachers' expectations were predicted by student achievement (test scores in reading and math). Teachers' expectations for future student academic attainment were higher for students with higher achievement than for lower-achieving students. This lends support to the argument that teachers are generally accurate in forming expectations. However, also consistent with prior research, student stigmatized status predicted expectations, with stigmatized students receiving lower expectations than non-stigmatized students. Multiple stigmatizations were powerful--students stigmatized on all three factors, in particular, received the lowest expectations. Further analyses indicated that student achievement interacts with student stigmatization for English teachers. At low levels of achievement, teachers held equally low expectations for stigmatized (on three factors) and non-stigmatized students. But, for high levels of achievement, teachers had lower expectations for stigmatized students with equally high achievement. Specifically, stigmatized students (on three factors) received expectations that were a half of a standard deviation lower than non-stigmatized students. Teacher ethnicity also appeared to influence teacher expectations via an interaction between teacher ethnicity and student stigmatization (on three factors). For English teachers, expectations were equally high for (a) ethnically stigmatized teachers rating stigmatized students, (b) stigmatized teachers rating non-stigmatized students, and (c) non-stigmatized teachers rating non-stigmatized students. The lowest expectations came from non-stigmatized teachers (White and Asian) rating stigmatized students. These findings (which control for student achievement) suggest bias in expectations that non-stigmatized teachers have for stigmatized students. School level variables in this study (e.g., percent of students receiving free/reduced lunch, percent of students who fail the competency test on first attempt), did not have a large effect on teacher expectations. Implications are discussed regarding multiply stigmatized students, self-fulfilling prophecy, equal access to educational opportunities, and recruitment of ethnic minority teachers.
Book Synopsis Measuring Effect Sizes by : Donald Boyd
Download or read book Measuring Effect Sizes written by Donald Boyd and published by . This book was released on 2008 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: Value-added models in education research allow researchers to explore how a wide variety of policies and measured school inputs affect the academic performance of students. Researchers typically quantify the impacts of such interventions in terms of "effect sizes", i.e., the estimated effect of a one standard deviation change in the variable divided by the standard deviation of test scores in the relevant population of students. Effect size estimates based on administrative databases typically are quite small. Research has shown that high quality teachers have large effects on student learning but that measures of teacher qualifications seem to matter little, leading some observers to conclude that, even though effectively choosing teachers can make an important difference in student outcomes, attempting to differentiate teacher candidates based on pre-employment credentials is of little value. This illustrates how the perception that many educational interventions have small effect sizes, as traditionally measured, are having important consequences for policy. In this paper we focus on two issues pertaining to how effect sizes are measured. First, we argue that model coefficients should be compared to the standard deviation of gain scores, not the standard deviation of scores, in calculating most effect sizes. The second issue concerns the need to account for test measurement error. The standard deviation of observed scores in the denominator of the effect-size measure reflects such measurement error as well as the dispersion in the true academic achievement of students, thus overstating variability in achievement. It is the size of an estimated effect relative to the dispersion in the true achievement or the gain in true achievement that is of interest. Adjusting effect-size estimates to account for these considerations is straightforward if one knows the extent of test measurement error. Technical reports provided by test vendors typically only provide information regarding the measurement error associated with the test instrument. However, there are a number of other factors, including variation in scores associated with students having particularly good or bad days, which can result in test scores not accurately reflecting true academic achievement. Using the covariance structure of student test scores across grades in New York City from 1999 to 2007, we estimate the overall extent of test measurement error and how measurement error varies across students. Our estimation strategy follows from two key assumptions: (1) there is no persistence (correlation) in each student's test measurement error across grades; (2) there is at least some persistence in learning across grades with the degree of persistence constant across grades. Employing the covariance structure of test scores for NYC students and alternative models characterizing the growth in academic achievement, we find estimates of the overall extent of test measurement error to be quite robust. Returning to the analysis of effect sizes, our effect-size estimates based on the dispersion in gain scores net of test measurement error are four times larger than effect sizes typically measured. To illustrate the importance of this difference, we consider results from a recent paper analyzing how various attributes of teachers affect the test-score gains of their students (Boyd et al., in press). Many of the estimated effects appear small when compared to the standard deviation of student achievement--that is effect sizes of less than 0.05. However, when measurement error is taken into account, the associated effect sizes often are about 0.16. Furthermore, when teacher attributes are considered jointly, based on the teacher attribute combinations commonly observed, the overall effect of teacher attributes is roughly half a standard deviation of universe score gains--even larger when teaching experience is also allowed to vary. The bottom line is that there are important differences in teacher effectiveness that are systematically related to observed teacher attributes. Such effects are important from a policy perspective, and should be taken into account in the formulation and implementation of personnel policies. An appendix is included. (Contains 34 footnotes, 4 figures, and 9 tables.) ["Overview of Measuring Effect Sizes: The Effect of Measurement Error. Brief 2" (ED508284) was based on this report.].
Book Synopsis Teachers' Judgments of Students' Academic Functioning by : Michelle L. Kilpatrick Demaray
Download or read book Teachers' Judgments of Students' Academic Functioning written by Michelle L. Kilpatrick Demaray and published by . This book was released on 1994 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Early Teacher Expectations and Later Academic Achievement by : Jennifer Lynn Alvidrez
Download or read book Early Teacher Expectations and Later Academic Achievement written by Jennifer Lynn Alvidrez and published by . This book was released on 1994 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :National Academy of Education. Committee on Testing and Basic Skills Publisher : ISBN 13 : Total Pages :32 pages Book Rating :4.3/5 (121 download)
Book Synopsis Improving Educational Achievement by : National Academy of Education. Committee on Testing and Basic Skills
Download or read book Improving Educational Achievement written by National Academy of Education. Committee on Testing and Basic Skills and published by . This book was released on 1978 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Accelerating Academic Achievement by : Ina V. S. Mullis
Download or read book Accelerating Academic Achievement written by Ina V. S. Mullis and published by . This book was released on 1990 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: Data from 20 years (1970-90) of the National Assessment of Educational Progress (NAEP) are summarized. The NAEP represents the nation's only ongoing assessment of the academic achievement of American students. Its assessments of educational achievement of students in grades 4, 8, and 12 are presented as "The Nation's Report Card". Chapter 1 of this report contains information about the students' competency in subject matter across the curriculum and their ability to use their minds well. Chapters 2 and 3 include information about the trends across time related to the performance of elementary school, middle school, and secondary school students in higher-order reasoning, problem solving, and communication skills as well as information about the academic achievement of minority students. Chapter 4 summarizes information about background variables related to education. In general, the data indicate that the educational performance of U.S. students is low and not improving. It is estimated that more than half of the nation's elementary through high school students are unable to demonstrate competency in challenging subject matter in English, mathematics, science, history, and geography. Fewer than half of all U.S. students appear to be able to use their minds well. Although considerable progress has been made in closing the performance gaps among different racial/ethnic and gender groups, the gaps still remain too large to meet the nation's objective of close parallels between the performance of minority students and the student population as a whole. Much that research has identified as effective in improving education is still not being implemented in the nation's schools. Nineteen tables and five figures summarize NAEP data. (SLD)
Book Synopsis Setting Consensus Goals for Academic Achievement by : James Pellegrino
Download or read book Setting Consensus Goals for Academic Achievement written by James Pellegrino and published by Routledge. This book was released on 2014-10-13 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: This special issue is based on a workshop which began with a description and examination of the current National Assessment of Educational Progress (NAEP) standard-setting model, then looked to standard-setting applications outside of education. These applications included those that focus on human performance and the adequacy of human performance; in these contexts, raters were asked to focus on the knowledge and skills that underlie competent performance. Researchers also examined applications that focus on the impact of environmental agents on life and the ecology; in these cases, raters began with the knowledge that more (or less) of a substance is better and, as for NAEP, the judgment task was to determine "how good is good enough." They wished to examine parallels in the objectives, empirical grounding, judgmental requirements, and policy tensions for standard setting in NAEP and in other domains. These papers were commissioned to examine the current state of affairs and residual issues with respect to achievement-level setting in NAEP and to help determine whether the models and methods used in other disciplines have useful application to education. It is important to note that the papers represent the authors' views, not necessarily those of the committee or National Research Council. This issue and the workshop discussion point out a number of analogies between the objectives, requisite data, judgment requirements and policy issues for NAEP and other applications. The editors hope that this issue and wide distribution of these papers will prompt others to join in this interesting analysis and debate.
Book Synopsis Has Item Response Theory Increased the Validity of Achievement Test Scores by : Robert L. Linn
Download or read book Has Item Response Theory Increased the Validity of Achievement Test Scores written by Robert L. Linn and published by . This book was released on 1989 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reliability and Validity of Inferences about Teachers Based on Student Scores. William H. Angoff Memorial Lecture Series by : Edward H. Haertel
Download or read book Reliability and Validity of Inferences about Teachers Based on Student Scores. William H. Angoff Memorial Lecture Series written by Edward H. Haertel and published by . This book was released on 2013 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: Policymakers and school administrators have embraced value-added models of teacher effectiveness as tools for educational improvement. Teacher value-added estimates may be viewed as complicated scores of a certain kind. This suggests using a test validation model to examine their reliability and validity. Validation begins with an interpretive argument for inferences or actions based on value-added scores. That argument addresses (a) the meaning of the scores themselves--whether they measure the intended construct; (b) their generalizability--whether the results are stable from year to year or using different student tests, for example; and (c) the relation of value-added scores to broader notions of teacher effectiveness--whether teachers' effectiveness in raising test scores can serve as a proxy for other aspects of teaching quality. Next, the interpretive argument directs attention to rationales for the expected benefits of particular value-added score uses or interpretations, as well as plausible unintended consequences. This kind of systematic analysis raises serious questions about some popular policy prescriptions based on teacher value-added scores.
Book Synopsis Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains. NCEE 2010-4004 by : Peter Z. Schochet
Download or read book Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains. NCEE 2010-4004 written by Peter Z. Schochet and published by . This book was released on 2010 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper addresses likely error rates for measuring teacher and school performance in the upper elementary grades using value-added models applied to student test score gain data. Using realistic performance measurement system schemes based on hypothesis testing, we develop error rate formulas based on OLS and Empirical Bayes estimators. Simulation results suggest that value-added estimates are likely to be noisy using the amount of data that are typically used in practice. Type I and II error rates for comparing a teacher's performance to the average are likely to be about 25 percent with three years of data and 35 percent with one year of data. Corresponding error rates for overall false positive and negative errors are 10 and 20 percent, respectively. Lower error rates can be achieved if schools are the performance unit. The results suggest that policymakers must carefully consider likely system error rates when using value-added estimates to make high-stakes decisions regarding educators. Appendices include: (1) Comparing the HLM and EVAAS Models; and (2) Obtaining Realistic ICC Values. (Contains 11 tables, 2 figures, and 6 footnotes.).
Book Synopsis Self-Fulfilling Prophecies in the Classroom by : Andrew Hill
Download or read book Self-Fulfilling Prophecies in the Classroom written by Andrew Hill and published by . This book was released on 2017 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt: Do teachers' expectations directly impact student achievement? We draw on administrative data from North Carolina schools that report both student test scores and teachers' expectations of students' performance on these tests. Employing student fixed effects and instrumental variables strategies to overcome endogeneity concerns, we find that higher exogenously-determined teacher expectations increase test scores by nearly one-tenth of a standard deviation. Impacts are generally larger for students in earlier grades.
Book Synopsis Predicting Standardized State Achievement Scores from Measures of Academic Progress by : Christopher Joseph Nugent
Download or read book Predicting Standardized State Achievement Scores from Measures of Academic Progress written by Christopher Joseph Nugent and published by . This book was released on 2009 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Predicting Reading and Mathematics Delaware State Testing Program Performance Using the Measures of Academic Progress by : Jennifer Hall-Michalcewiz
Download or read book Predicting Reading and Mathematics Delaware State Testing Program Performance Using the Measures of Academic Progress written by Jennifer Hall-Michalcewiz and published by . This book was released on 2008 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Test Score Measurement Error, Short-Term Knowledge, and Lagged Dependent Variables in Models of the Education Production Function by : Brian Stacy
Download or read book Test Score Measurement Error, Short-Term Knowledge, and Lagged Dependent Variables in Models of the Education Production Function written by Brian Stacy and published by . This book was released on 2012 with total page 9 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers and policymakers are interested in the causal effects of educational inputs on student achievement. Unfortunately, it is not possible to directly observe student learning, so test score data is often used as an approximate measure. To measure their achievement at a given point in time (e.g., in the spring of the school year) students typically complete standardized tests composed of around forty to fifty questions per subject over one or two days of the school year. Given the small number of items, the test is an incomplete measure of students' achievement. In addition, students can get sick during testing, be distracted, or can cram, either on their own or through their teachers, all of which will affect their scores. Guessing is also an issue due to the small number of items on the tests. Combined, these factors mean that test scores are a noisy measure of a student's true level of knowledge, and so estimation of causal effects may be affected. This paper investigates the impact of measurement error on the estimation of parameters in the education production function. (Contains 4 tables.).
