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| Autor/inn/en | Lee, Jaekyung; Coladarci, Theodore |
|---|---|
| Titel | Imperative or Choice? Multi-Level and Multi-Measure Analysis of Student Assessment Data for Evaluation of Systemic School Reform. |
| Quelle | (2001), (36 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Achievement Tests; Educational Change; Elementary Secondary Education; Estimation (Mathematics); Evaluation Methods; School Effectiveness; State Programs; Testing Programs; Kentucky; Maine; National Assessment of Educational Progress |
| Abstract | A systematic analysis of student assessment data from Maine and Kentucky, using National Assessment of Educational Progress (NAEP) data and state and local assessment results, was conducted to address issues of measurement and attribution involved in evaluating systemic school reform. This paper (1) examines ways to cope with the challenges of considering measures of school systems from multiple sources and combining multiple measures of student achievement data using state and local data from Maine; (2) examines ways to tackle the challenges of considering multiple levels of influences on student achievement and attributing achievement results to school effects using NAEP data from Maine and Kentucky; and (3) discusses the usefulness and limitations of multi-level and multi-measure approaches to the evaluation of systemic school reform. Results suggest that it is not necessary to weight each measure before forming an achievement composite to classify student performance. This is particularly true when measures are highly intercorrelated. Results also point to the possible hazards of classifying student achievement based on a single measure. Three different models of estimating school effects were tested, and reasons for their use are discussed. The estimation of school effects requires that "school effects" be defined so that an explicit model of these effects can be formulated. The model should be fully specified, with all variables representing school input, practice, context, and student background measured. (Contains 14 tables and 17 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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