




版權(quán)說明:本文檔由用戶提供并上傳,收益歸屬內(nèi)容提供方,若內(nèi)容存在侵權(quán),請進行舉報或認領(lǐng)
文檔簡介
1、test scaling and value-added measurementdale ballouvanderbilt universityapril, 2008 va assessment requires that student achievement be measured on an interval scale: 1 unit of achievement represents the same amount of learning at all points on the scale. scales that do not have this property: number
2、 rightpercentile ranksnce (normal curve equivalents)irt “true scores” scales that may have this propertyirt ability trait (“scale score”)item response theory models one-parameter logistic modelpij = 1 + exp(-d(i-j)-1, pij is the probability examinee i answers item j correctlyi is examinee i abilityj
3、 is item j difficulty two- and three-parameter logistic irt modelspij = 1 + exp(-j(i-j)-1pij = cj + (1-cj)1 + exp(-j(i-j)-1j is an item discrimination parametercj is a guessing parameterirt isoprobability contours (1-parameter model)linear, parallel isoprobability curves are the basis for the claim
4、that ability is measured on an interval scale. the increase in difficulty from item p to item q offsets the increase in ability from examinee a to b, from b to c, and from c to d. in this respect, ab = bc = cd, etc. moreover, the same relations hold for any pair of items. do achievement test data co
5、nform to this model? pij and isoprobability contours arent given. data are typically binary responses. testable hypotheses can be derived from this structure, but power is low. the model doesnt fit the data when guessing affects pij . or when difficulty and ability are multidimensional. “data” are s
6、elected to conform to the model ability may be too narrowly defined.implications: it seems unwise to take claims that ability is measured on an interval scale at face value. we should look at the scales.ctb/mcgraw-hill ctbs math (1981)grademean gain from previous gradestandard deviation2186773674443
7、33552324614207623ctb/mcgraw-hill terra nova, mean gain from previous grade (mississippi, 2001)gradereadinglanguage artsmath323.830.247.3421.520.424.7515.517.819.0610.56.921.779.29.910.7812.410.917.0northwest evaluation association, fall, 2005, readinggrademean gain from previous gradestandard deviat
8、ion314.715.649.515.056.914.664.814.874.014.883.514.8northwest evaluation association, fall, 2005, mathgrademean gain from previous gradestandard deviation314.012.1410.912.858.513.966.415.075.815.084.816.8appearance of scale compression declining between-grade gains constant or declining variance of
9、scoreswhy? in irt, the same increase in ability is required to raise the probability of a correct answer from .2 to .9, regardless of the difficulty of the test item. do we believe this?to raise the probability of a correct response from 2/7 to 1, who must learn the most math?student awhat makes us
10、think of a circle?a.blockb.penc. doord. a football fielde.bicycle wheelstudent busing the pythagoreantheorem, a2 + b2 = c2, when a = 9 and b = 12, then c = ?a.8b.21c. 15d. 21e.225responses conference participants a: 11 b: 26 equal: 7 indeterminate: 30 faculty and graduate students, peabody college a
11、: 13 b: 37 equal: 15 indeterminate: 33implications bad idea to construct single developmental scale spanning multiple grades even within a single grade, broad range of items required to avoid floor and ceiling effects. scale compression affects gains of high-achievers vis-vis low achievers within a
12、grade.what to do? use the scale anyway, on the assumption that value added estimates are robust to all but “grotesque transformations” of .test of this hypothesis: rescaled math scores to equate between-grade gains (sample of 19 counties, southern state, 2005-06)original scalerelative to students at
13、 the 10th percentile, growth by students at the:grade25th percentilemedian75th percentile90th percentile2 to 3.971.061.03.953 to 41.101.031.161.344 to 5.961.151.351.235 to 61.646 to 71.211.391.431.627 to 61.13transformed scalerelative to students at the 10th percentile, growt
14、h by students at the:grade25th percentilemedian75th percentile90th percentile2 to 32.635.066.837.903 to 41.692.102.933.954 to 51.301.942.742.875 to 62.123.484.254.916 to 71.602.292.793.507 to 81.511.892.172.35what to do? (cont.) transform to a more acceptable scale =g() and treat as an interval scal
15、e.example: normalizing by mean gain among examinees with same initial score.problem: this doesnt produce an interval scale. what to do? (cont.) map to something we can measure on an interval (or even ratio) scaleexamples: inputs, future earningswhat to do? (cont.) ordinal analysishow it works: teach
16、er a has n students. other teachers in a comparison group have m students. there are nm pairwise comparisons. each comparison that favors teacher a counts +1 for a. each comparison that favors the comparison group counts -1 for a. sum and divide by number of pairwise comparisons. yields an estimate
17、of the probability that a randomly selected student of a outperforms a randomly selected student in the comparison group, minus the probability of the reverse. example of a statistic of concordance/discordance. somers d statistic. can control for covariates by conducting pairwise comparisons within
18、groups defined on the basis of a confounding factor (e.g., prior achievement).illustration sample of fifth grade mathematics teachers in large southern city. two measures of value-addedregression model with 5th grade scores regressed on 4th grade scores, with dummy variable for teacher (fixed effect)somers d, with students grouped by deciles of prior achievementresults hypothesis that teachers are ranked the same by both methods rejected (p=.008) maximum discrepancy in ranks = 229 (of 237 teachers in all)
溫馨提示
- 1. 本站所有資源如無特殊說明,都需要本地電腦安裝OFFICE2007和PDF閱讀器。圖紙軟件為CAD,CAXA,PROE,UG,SolidWorks等.壓縮文件請下載最新的WinRAR軟件解壓。
- 2. 本站的文檔不包含任何第三方提供的附件圖紙等,如果需要附件,請聯(lián)系上傳者。文件的所有權(quán)益歸上傳用戶所有。
- 3. 本站RAR壓縮包中若帶圖紙,網(wǎng)頁內(nèi)容里面會有圖紙預覽,若沒有圖紙預覽就沒有圖紙。
- 4. 未經(jīng)權(quán)益所有人同意不得將文件中的內(nèi)容挪作商業(yè)或盈利用途。
- 5. 人人文庫網(wǎng)僅提供信息存儲空間,僅對用戶上傳內(nèi)容的表現(xiàn)方式做保護處理,對用戶上傳分享的文檔內(nèi)容本身不做任何修改或編輯,并不能對任何下載內(nèi)容負責。
- 6. 下載文件中如有侵權(quán)或不適當內(nèi)容,請與我們聯(lián)系,我們立即糾正。
- 7. 本站不保證下載資源的準確性、安全性和完整性, 同時也不承擔用戶因使用這些下載資源對自己和他人造成任何形式的傷害或損失。
最新文檔
- 【基于工業(yè)工程方法的H公司電箱裝配生產(chǎn)線流程優(yōu)化案例分析5600字】
- 三檢培訓考試題庫及答案
- 人衛(wèi)免疫學考試題及答案
- topik中高級考試題及答案
- 人教版高中化學學案設(shè)計選擇性必修3《有機化學基礎(chǔ)》第三章第三節(jié)第2有機合成路線的設(shè)計與實施1
- 2025年隴南文縣招聘公益性崗位人員考試筆試試題(含答案)
- 2025年法律顧問執(zhí)業(yè)資格考試試題及答案
- 2025年城市更新與環(huán)境保護專項考試試題及答案
- 汽修廠維修質(zhì)量事故責任追究制度
- 市場部年度工作總結(jié)13篇
- 中央在京單位職工住房情況登記表
- 焊接工藝評定報告(共10頁)
- 七年級上冊數(shù)學導學案(全冊)
- 航空煤油 MSDS 安全技術(shù)說明書
- serviceinvoicewithhoursandrate服務(wù)發(fā)票模板
- 《普通高中課程方案》解讀.ppt
- 熱電聯(lián)產(chǎn)能效能耗限額標準及計算方法
- 工業(yè)內(nèi)窺鏡使用詳細說明書
- 商場全年促銷活動計劃表
- 常見X片讀片及診斷
- 互聯(lián)網(wǎng)上網(wǎng)服務(wù)營業(yè)場所申請登記表
評論
0/150
提交評論