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首页> 外文学位 >Investigating the Robustness of School-Performance Ratings to Three Factors Affecting the Underlying Student-Level Academic-Achievement Scores.
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Investigating the Robustness of School-Performance Ratings to Three Factors Affecting the Underlying Student-Level Academic-Achievement Scores.

机译：调查学校绩效评级对影响基础学生水平学业成绩的三个因素的稳健性。

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摘要

Standardized-test scores are increasingly important indicators of school success. But how robust are school-performance ratings when they are based on measures derived from these scores? In my thesis, using data from Houston Independent School District (HISD) and New York State (NYS), I examined the robustness of school-performance ratings across three methodological factors: (1) different achievement tests in the same academic subject; (2) different methods of transforming raw scores into scale scores (i.e., scaling methods); and (3) the phenomenon of students' scores being higher than their true achievement levels (i.e., score inflation).;I find that, in both the HISD and NYS datasets, school-performance ratings depend substantially on the test used. This applies to a variety of status and value-added measures with different model specifications. Further, in the HISD dataset, there is some evidence that the observed test effects were associated with differences in consequences for schools attached to results from different tests (i.e., stakes). Similarly, based on pilot data collected in NYS using two subtests designed specially to detect score inflation, the between-subtest inconsistencies in school ratings are consistent with the hypothesis that schools' ratings on NYS's high-stakes state tests are likely to reflect in part their relative amounts of inappropriate test preparation.;I also find that school ratings are less dependent on scaling methods than on subjects, grades, or years in the NYS dataset. However, there are usually substantive explanations for inconsistencies in schools' ratings associated with these latter factors. In contrast, it is particularly difficult to explain the dependency of the ratings on the scale used to stakeholders, especially schools whose ratings became worse with a switch in scale.;It is important that policymakers and researchers recognize these sources of variations in score-based school-performance measures, and adopt appropriate systems to prevent, detect, and correct them. This is especially when educators' inappropriate responses to high-stakes pressures could have distorted the initial construct the test was designed to measure. When they rate schools using scores that were indeed distorted by inappropriate responses, they risk incentivizing and propagating behaviors that run counter to the educational goals of accountability-based reforms and school-improvement efforts.
机译：标准化考试成绩日益成为学校成功的重要指标。但是，如果基于这些分数得出的测量结果来衡量学校成绩，它们的稳健性如何？在我的论文中，我使用了休斯顿独立学区（HISD）和纽约州（NYS）的数据，研究了三种方法论因素对学校成绩等级的稳健性：（1）在同一学术学科中进行不同的成绩测验； （2）将原始分数转换为量表分数的不同方法（即定标方法）； （3）学生分数高于真实成绩水平的现象（即分数膨胀）。；我发现，在HISD和NYS数据集中，学校成绩等级很大程度上取决于所使用的测试。这适用于具有不同型号规格的各种状态和增值措施。此外，在HISD数据集中，有一些证据表明，观察到的测试效果与附加到不同测试结果（即赌注）上的学校的后果差异有关。同样，基于在纽约州使用两个专门用于检测分数通货膨胀的子测验收集的试点数据，子测验之间学校评分的不一致与以下假设相一致：学校对纽约州高风险状态测验的评分可能部分反映了他们的不适当的考试准备的相对数量。；我还发现，在NYS数据集中，学校等级对标度方法的依赖性较小，而与科目，年级或年份无关。但是，通常有实质性的解释说明了与这些因素相关的学校评分不一致。相比之下，特别难于解释利益相关者所使用的评分对评分的依赖性，尤其是随着评分的改变而评分变得更差的学校。;重要的是政策制定者和研究人员应认识到这些基于评分的差异的来源学校绩效评估，并采用适当的系统进行预防，检测和纠正。特别是当教育者对高压力的不当反应可能扭曲了测试旨在测量的初始结构时。当他们使用确实因不适当的回应而扭曲的分数对学校进行评分时，他们就有可能进行激励和宣传行为，这些行为与基于问责制的改革和学校改进工作的教育目标背道而驰。

著录项

  • 作者

    Ng, Hui Leng.;

  • 作者单位

    Harvard University.;

  • 授予单位 Harvard University.;
  • 学科 Educational tests measurements.;Education policy.;Educational evaluation.
  • 学位 Ed.D.
  • 年度 2012
  • 页码 287 p.
  • 总页数 287
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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