Download or read book The Validity of Gains in Scores on the Kentucky Instructional Results Information System KIRIS written by Daniel M. Koretz and published by RAND Corporation. This book was released on 1998 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, in an effort to avoid the degradation of instruction and inflation of test scores that often occurred when educators were held accountable for scores on multiple-choice tests, policymakers have experimented with accountability systems based on performance assessments. The Kentucky Instructional Results Information System (KIRIS), which rewarded or sanctioned schools largely on the basis of changes in scores on a complex, partially performance-based assessment, was an archetype of this wave of reform. It is not a given, however, that performance assessment can avoid the inflation of scores that arises when teachers and students focus too narrowly on the content of the assessment used for accountability rather than focusing on the broad domains of achievement the assessment is intended to measure. Accordingly, this study evaluated the extent to which the large performance gains shown on KIRIS represented real improvements in student learning rather than inflation of scores. External evidence of validity--that is, comparisons to other test data--suggests that KIRIS gains were substantially inflated. Even though KIRIS was designed partially to reflect the frameworks of the National Assessment of Educational Progress (NAEP), large KIRIS gains in fourth-grade reading from 1992 to 1994 had no echo in NAEP scores. Large KIRIS gains in mathematics from 1992 to 1994 in the fourth and eighth grades did have some echo in NAEP scores, but Kentucky's NAEP gains were roughly one-fourth as large as the KIRIS gains and were typical of gains shown in other states. The large gains high-school students showed on KIRIS in mathematics and reading were not reflected in their scores on the American College Testing (ACT) college-admissions tests. KIRIS science gains were accompanied by ACT gains only one-fifth as large. Internal evidence of validity--that is, evidence based on patterns within the KIRIS data themselves--was more ambiguous but also provided some warning of likely inflation, particularly in mathematics. For example, schools that showed large gains on KIRIS also tended to show larger than average discrepancies in performance between new and reused test items, suggesting that teachers had coached students narrowly on the content of previous tests. The findings of this study indicate that inflation of scores remains a risk in assessment-based accountability systems even when they rely on test formats other than multiple choice. There is a clear need to evaluate the results and effects of assessment-based accountability systems, and better methods for evaluating the validity of gains need to be developed.
Download or read book The Validity of Gains in Scores on the Kentucky Instructional Results Information System KIRIS written by Daniel M. Koretz and published by RAND Corporation. This book was released on 1998 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, in an effort to avoid the degradation of instruction and inflation of test scores that often occurred when educators were held accountable for scores on multiple-choice tests, policymakers have experimented with accountability systems based on performance assessments. The Kentucky Instructional Results Information System (KIRIS), which rewarded or sanctioned schools largely on the basis of changes in scores on a complex, partially performance-based assessment, was an archetype of this wave of reform. It is not a given, however, that performance assessment can avoid the inflation of scores that arises when teachers and students focus too narrowly on the content of the assessment used for accountability rather than focusing on the broad domains of achievement the assessment is intended to measure. Accordingly, this study evaluated the extent to which the large performance gains shown on KIRIS represented real improvements in student learning rather than inflation of scores. External evidence of validity--that is, comparisons to other test data--suggests that KIRIS gains were substantially inflated. Even though KIRIS was designed partially to reflect the frameworks of the National Assessment of Educational Progress (NAEP), large KIRIS gains in fourth-grade reading from 1992 to 1994 had no echo in NAEP scores. Large KIRIS gains in mathematics from 1992 to 1994 in the fourth and eighth grades did have some echo in NAEP scores, but Kentucky's NAEP gains were roughly one-fourth as large as the KIRIS gains and were typical of gains shown in other states. The large gains high-school students showed on KIRIS in mathematics and reading were not reflected in their scores on the American College Testing (ACT) college-admissions tests. KIRIS science gains were accompanied by ACT gains only one-fifth as large. Internal evidence of validity--that is, evidence based on patterns within the KIRIS data themselves--was more ambiguous but also provided some warning of likely inflation, particularly in mathematics. For example, schools that showed large gains on KIRIS also tended to show larger than average discrepancies in performance between new and reused test items, suggesting that teachers had coached students narrowly on the content of previous tests. The findings of this study indicate that inflation of scores remains a risk in assessment-based accountability systems even when they rely on test formats other than multiple choice. There is a clear need to evaluate the results and effects of assessment-based accountability systems, and better methods for evaluating the validity of gains need to be developed.
Download or read book Perceived Effects of the Kentucky Instructional Results Information System KIRIS written by Daniel M. Koretz and published by Rand Corporation. This book was released on 1996 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: As part of a larger study of education reform in Kentucky, RAND staff surveyed teachers and principals across Kentucky to see how KIRIS is affecting their work, student performance, instruction, assessment, and school management.
Download or read book The Validity of Gains in Scores on the Kentucky Instructional Results Information System KIRIS written by Daniel M. Koretz and published by RAND Corporation. This book was released on 1998 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, in an effort to avoid the degradation of instruction and inflation of test scores that often occurred when educators were held accountable for scores on multiple-choice tests, policymakers have experimented with accountability systems based on performance assessments. The Kentucky Instructional Results Information System (KIRIS), which rewarded or sanctioned schools largely on the basis of changes in scores on a complex, partially performance-based assessment, was an archetype of this wave of reform. It is not a given, however, that performance assessment can avoid the inflation of scores that arises when teachers and students focus too narrowly on the content of the assessment used for accountability rather than focusing on the broad domains of achievement the assessment is intended to measure. Accordingly, this study evaluated the extent to which the large performance gains shown on KIRIS represented real improvements in student learning rather than inflation of scores. External evidence of validity--that is, comparisons to other test data--suggests that KIRIS gains were substantially inflated. Even though KIRIS was designed partially to reflect the frameworks of the National Assessment of Educational Progress (NAEP), large KIRIS gains in fourth-grade reading from 1992 to 1994 had no echo in NAEP scores. Large KIRIS gains in mathematics from 1992 to 1994 in the fourth and eighth grades did have some echo in NAEP scores, but Kentucky's NAEP gains were roughly one-fourth as large as the KIRIS gains and were typical of gains shown in other states. The large gains high-school students showed on KIRIS in mathematics and reading were not reflected in their scores on the American College Testing (ACT) college-admissions tests. KIRIS science gains were accompanied by ACT gains only one-fifth as large. Internal evidence of validity--that is, evidence based on patterns within the KIRIS data themselves--was more ambiguous but also provided some warning of likely inflation, particularly in mathematics. For example, schools that showed large gains on KIRIS also tended to show larger than average discrepancies in performance between new and reused test items, suggesting that teachers had coached students narrowly on the content of previous tests. The findings of this study indicate that inflation of scores remains a risk in assessment-based accountability systems even when they rely on test formats other than multiple choice. There is a clear need to evaluate the results and effects of assessment-based accountability systems, and better methods for evaluating the validity of gains need to be developed.
Download or read book Review of the Measurement Quality of the Kentucky Instructional Results Information System KIRIS 1991 1995 written by Partnership for Kentucky School Reform and published by . This book was released on 1995 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An independent evaluation of the Kentucky Instructional Results Information System KIRIS written by Kentucky Institute for Education Research and published by . This book was released on 1995 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Evaluation Models written by D.L. Stufflebeam and published by Springer Science & Business Media. This book was released on 2005-12-19 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is an up-to-date revision of the classic text first published in 1983. It includes a historical perspective on the growth of evaluation theory and practice and two comparative analyses of the various alternative perspectives on evaluation. It also includes articles representing the major schools of thought about evaluation written by the leaders who have developed these schools and models. The final section describes and discusses the Standards for Program Evaluation and the reformation of program evaluation.
Download or read book Systems for State Science Assessment written by National Research Council and published by National Academies Press. This book was released on 2006-01-28 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: In response to the No Child Left Behind Act of 2001 (NCLB), Systems for State Science Assessment explores the ideas and tools that are needed to assess science learning at the state level. This book provides a detailed examination of K-12 science assessment: looking specifically at what should be measured and how to measure it. Along with reading and mathematics, the testing of science is a key component of NCLBâ€"it is part of the national effort to establish challenging academic content standards and develop the tools to measure student progress toward higher achievement. The book will be a critical resource for states that are designing and implementing science assessments to meet the 2007-2008 requirements of NCLB. In addition to offering important information for states, Systems for State Science Assessment provides policy makers, local schools, teachers, scientists, and parents with a broad view of the role of testing and assessment in science education.
Download or read book The Future of Test Based Educational Accountability written by Katherine Ryan and published by Routledge. This book was released on 2010-03-17 with total page 331 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent decades testing has become a much more visible and high-stakes accountability mechanism that is now seen as a powerful tool that can be used to drive school improvement. The purpose of this book is to identify and analyze the key issues associated with test-based educational accountability and to chart the future of educational accountability research. Chapter contributions are intended to be forward looking rather than a compendium of what has happened in the past. The book provides an accessible discussion of issues such as validity, test equating, growth modeling, fairness for special populations, causal inferences, and misuses of accountability data.
Download or read book Handbook of the Economics of Education written by Eric A. Hanushek and published by Elsevier. This book was released on 2010-11-11 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt: How does education affect economic and social outcomes, and how can it inform public policy?Volume 3 of the Handbooks in the Economics of Education uses newly available high quality data from around the world to address these and other core questions. With the help of new methodological approaches, contributors cover econometric methods and international test score data. They examine the determinants of educational outcomes and issues surrounding teacher salaries and licensure. And reflecting government demands for more evidence-based policies, they take new looks at institutional feaures of school systems. Volume editors Eric A. Hanushek (Stanford), Stephen Machin (University College London) and Ludger Woessmann (Ifo Institute for Economic Research, Munich) draw clear lines between newly emerging research on the economics of education and prior work. In conjunction with Volume 4, they measure our current understanding of educational acquisition and its economic and social effects. - Uses rich data to study issues of high contemporary policy relevance - Demonstrates how education serves as an important determinant of economic and social outcomes - Benefits from the globalization of research in the economics of education
Download or read book Measuring Up written by Daniel Koretz and published by Harvard University Press. This book was released on 2009-09-15 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do you judge the quality of a school, a district, a teacher, a student? By the test scores, of course. Yet for all the talk, what educational tests can and can’t tell you, and how scores can be misunderstood and misused, remains a mystery to most. The complexities of testing are routinely ignored, either because they are unrecognized, or because they may be—well, complicated. Inspired by a popular Harvard course for students without an extensive mathematics background, Measuring Up demystifies educational testing—from MCAS to SAT to WAIS, with all the alphabet soup in between. Bringing statistical terms down to earth, Daniel Koretz takes readers through the most fundamental issues that arise in educational testing and shows how they apply to some of the most controversial issues in education today, from high-stakes testing to special education. He walks readers through everyday examples to show what tests do well, what their limits are, how easily tests and scores can be oversold or misunderstood, and how they can be used sensibly to help discover how much kids have learned.
Download or read book Brookings Papers on Education Policy 2002 written by Diane Ravitch and published by Brookings Institution Press. This book was released on 2010-12-01 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: Published annually, Brookings Papers on Education Policy (BPEP) analyzes policies intended to improve student performance. In each volume, some of the best-informed analysts in various disciplines review the current situation in education and consider programs for reform. In this fifth annual issue of the series, prominent educators and other social scientists discuss accountability and its consequences for students. Contents include: ¡°Grade Retention and Social Promotion in Texas, 1994-99¡± A. Gary Dworkin, Jon Lorence, Laurence Toenjes, and Antwanette Hill (University of Houston) ¡°Reform, Resistance... Retreat? The Predictable Policies of Accountability in Virginia¡± Frederick Hess (University of Virginia) ¡°School Accountability in California: An Early Evaluation¡± Julian Betts (UC San Diego and Public Policy Institute of California) and Anne Danenberg (Public Policy Institute of California) ¡°Standards and Accountability in Washington State¡± (Paul Hill and Robin Lake (University of Washington) ¡°Volatility in School Test Scores: Implications for Test-Based Accountability Systems¡± Tom Kane (Kennedy School of Government, Harvard University) and Douglas O Staiger (Dartmouth College) ¡°Building a High-Quality Assessment Program: The Philadelphia Example¡± Andy Porter (Wisconsin Center for Education and Research) and Mitchell Chester (Philadelphia School System) ¡°Accountability in Chicago¡± Alfred Hess (Northwestern University)
Download or read book Beyond the Bubble Test written by Linda Darling-Hammond and published by John Wiley & Sons. This book was released on 2014-05-14 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt: Performance assessment is a hot topic in school systems, and educators continue to analyze its costs, benefits, and feasibility as a replacement for high-stakes testing. Until now, researchers and policymakers have had to dig to find out what we know and what we still have to learn about performance assessment. Beyond the Bubble Test: How Performance Assessments Support 21st Century Learning synthesizes the latest findings in the field, and not a moment too soon. Statistics indicate that the United States is in danger of falling behind if it fails to adapt to our changing world. The memory and recall strategies of traditional testing are no longer adequate to equip our students with the skills they need to excel in the global economy. Instead teachers need to engage students in deeper learning, assessing their ability to use higher-order skills. Skills like synthesizing information, understanding evidence, and critical problem-solving are not achieved when we teach to multiple-choice exams. Examples in Beyond the Bubble Test paint a useful picture of how schools can begin to supplement traditional tests with something that works better. This book provides new perspectives on current performance assessment research, plus an incisive look at what’s possible at the local and state levels. Linda Darling-Hammond, with a team of leading scholars, bring together lessons learned, new directions, and solid recommendations into a single, readily accessible compendium. Beyond the Bubble Test situates the current debate on performance assessment within the context of testing in the United States. This comprehensive resource also looks beyond our U.S. borders to Singapore, Hong Kong, and other places whose reform-mindedness can serve as an example to us.
Download or read book Educational Measurement written by Robert L. Brennan and published by Rowman & Littlefield. This book was released on 2023-10-03 with total page 804 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational Measurement has been the bible in its field since the first edition was published by ACE in 1951. The importance of this fourth edition of Educational Measurement is to extensively update and extend the topics treated in the previous three editions. As such, the fourth edition documents progress in the field and provides critical guidance to the efforts of new generations of researchers and practitioners. Edited by Robert Brennan and jointly sponsored by the American Council on Education (ACE) and the National Council on Measurement in Education, the fourth edition provides in-depth treatments of critical measurement topics, and the chapter authors are acknowledged experts in their respective fields. Educational measurement researchers and practitioners will find this text essential, and those interested in statistics, psychology, business, and economics should also find this work to be of very strong interest. Topics covered are divided into three subject areas: theory and general principles; construction, administration, and scoring; and applications. The first part of the book covers the topics of validation, reliability, item response theory, scaling and norming, linking and equating, test fairness, and cognitive psychology. Part two includes chapters on test development, test administration, performance assessment, setting performance standards, and technology in testing. The final section includes chapters on second language testing, testing for accountability in K-12 schools, standardized assessment of individual achievement in K-12 schools, higher education admissions testing, monitoring educational progress, licensure and certification testing, and legal and ethical issues.
Download or read book Evaluation Theory Models and Applications written by Daniel L. Stufflebeam and published by John Wiley & Sons. This book was released on 2014-10-13 with total page 800 pages. Available in PDF, EPUB and Kindle. Book excerpt: The golden standard evaluation reference text Now in its second edition, Evaluation Theory, Models, and Applications is the vital text on evaluation models, perfect for classroom use as a textbook, and as a professional evaluation reference. The book begins with an overview of the evaluation field and program evaluation standards, and proceeds to cover the most widely used evaluation approaches. With new evaluation designs and the inclusion of the latest literature from the field, this Second Edition is an essential update for professionals and students who want to stay current. Understanding and choosing evaluation approaches is critical to many professions, and Evaluation Theory, Models, and Applications, Second Edition is the benchmark evaluation guide. Authors Daniel L. Stufflebeam and Chris L. S. Coryn, widely considered experts in the evaluation field, introduce and describe 23 program evaluation approaches, including, new to this edition, transformative evaluation, participatory evaluation, consumer feedback, and meta-analysis. Evaluation Theory, Models, and Applications, Second Edition facilitates the process of planning, conducting, and assessing program evaluations. The highlighted evaluation approaches include: Experimental and quasi-experimental design evaluations Daniel L. Stufflebeam's CIPP Model Michael Scriven's Consumer-Oriented Evaluation Michael Patton's Utilization-Focused Evaluation Robert Stake's Responsive/Stakeholder-Centered Evaluation Case Study Evaluation Key readings listed at the end of each chapter direct readers to the most important references for each topic. Learning objectives, review questions, student exercises, and instructor support materials complete the collection of tools. Choosing from evaluation approaches can be an overwhelming process, but Evaluation Theory, Models, and Applications, Second Edition updates the core evaluation concepts with the latest research, making this complex field accessible in just one book.
Download or read book Assessment in Elementary and Secondary Education written by Erin D. Caffrey and published by DIANE Publishing. This book was released on 2011 with total page 43 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book All Children Can Learn written by Roger S. Pankratz and published by John Wiley & Sons. This book was released on 2002-02-28 with total page 315 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now educators, school board members, and policymakers can refer to a single volume for key lessons from the nation's most comprehensive and longest-running school reform model. Written by a nationally prominent group of educators, researchers, and policy analysts, All Children Can Learnpresents important research findings from the Kentucky reforms, examines major program elements, and analyzes initiatives that worked or didn't work. Throughout the book, the authors explore the challenges of implementing statewide school change initiatives, offer sound advice for overcoming reform hurdles, and share valuable recommendations for future policy and practice. Reform-minded educators from every type of community will find valuable insights as they contemplate similar changes.
