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1.
The U.S. Department of Education measures student achievement through the National Assessment of Educational Progress (NAEP). NAEP estimates of population proficiency quantiles are based on a Bayesian multiple-imputation procedure. This article shows (a) that the resulting estimates depend directly on the mix of item difficulties on the test, and (b) the difficulty of items on the NAEP mathematics exam has increased over time. Does the increasing difficulty of the exam lead to observable changes in student performance over time? This study compared the simulated performance of 1990 examinees on the easier 1990 exam and the more difficult 1996 exam. No significant differences were found. While our results instill confidence that these changes have not impacted the NAEP trend line, our findings are both data-specific and limited in scope, and NAEP should carefully evaluate future adjustments to the test in this manner.  相似文献   

2.
《Educational Assessment》2013,18(2):135-157
One of the reasons often cited h r the low average level of proficiency demonstrated by U.S. students on national and international assessments is that there are no consequences or stakes attached to performance on the tests and, therefore, students are not motivated to invest their best effort. In this study, money was chosen as an incentive, but we hoped that short written instructions would be almost as powerful as money and easier and more desirable to implement in the National Assessment of Educational Progress (NAEP). Our results indicate that, at least for Grade 8 participants, student effort can be increased by financial rewards offered at the time of test taking, and that such effort can result in an increase in NAEP math test scores. Thus, from a policy perspective, scores from low-stakes tests may not represent what the student knows. Rather, such scores represent what students will demonstrate with minimal effort  相似文献   

3.
Students may not fully demonstrate their knowledge and skills on accountability tests if there are no stakes attached to individual performance. In that case, assessment results may not accurately reflect student achievement, so the validity of score interpretations and uses suffers. For this study, matched samples of students taking state accountability tests under low-stakes and high-stakes conditions were used to estimate the effect of stakes on test performance and subsequent pass rates. Across five assessments, expected performance was greater under high-stakes conditions, with effect sizes ranging from 0.41 to 0.50 standard deviations and with students of lower ability tending to be slightly more affected by stakes. Depending on where cut scores were set, pass rates differed by up to 30% when comparing the low- and high-stakes conditions.  相似文献   

4.
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5.
Accountability mandates often prompt assessment of student learning gains (e.g., value-added estimates) via achievement tests. The validity of these estimates have been questioned when performance on tests is low stakes for students. To assess the effects of motivation on value-added estimates, we assigned students to one of three test consequence conditions: (a) an aggregate of test scores is used solely for institutional effectiveness purposes, (b) personal test score is reported to the student, or (c) personal test score is reported to faculty. Value-added estimates, operationalized as change in performance between two testing occasions for the same individuals where educational programming was experienced between testing occasions, were examined across conditions, in addition to the effects of test-taking motivation. Test consequences did not impact value-added estimates. Change in test-taking motivation, however, had a substantial effect on value-added estimates. In short, value-added estimates were attenuated due to decreased motivation from pretest to posttest.  相似文献   

6.
This study examined the potential influence of test‐based accountability policies on school environment and teacher stress among early elementary teachers. Structural equation modeling of data from 541 kindergarten through second grade teachers across three states found that use of student performance on high‐stakes tests to evaluate teachers indirectly was related to teachers’ professional investment via test stress in the environment. Although students in kindergarten through second grade do not take high‐stakes assessments, early elementary teachers reported high levels of stress associated with test‐based accountability policies. This study provides data across multiple states that test‐based accountability policies may have negative influences on school environment and teacher stress among early elementary teachers. Implications for practice and research are discussed.  相似文献   

7.
Utilizing the National Assessment of Educational Progress (NAEP) data, this study examined (1) how fourth and eighth-grade ELLs' mathematics and reading scores on national tests compared to their non-ELL peers' scores over the testing period between 2003 and 2011, and (2) if gender and ethnicity contributed to variation in the growth patterns among the student groups across grade levels and content areas. Since the NAEP data, which provides a national sample of 10,000–20,000 students, is collected using a probability sample design, sampling weights are adjusted so inferences can be appropriately made. Sample sizes within NAEP are large enough to generate adequate power for statistical significance. Thus, to display the data in a multivariate mode, Tableau 8.0.0 software was used. Results suggested that the achievement gap between non-ELLs and ELLs is either steady or slightly widening in both mathematics and reading, with multiple paths across the content areas, grade levels, and gender and ethnic groups.  相似文献   

8.
作为一项得到广泛认可的教育绩效指标,国家教育进展评估(NAEP)是美国数十年来用于跟踪和了解教育进展的重要工具,也是全美初等教育与中等教育状况的晴雨表。它是美国当前唯一一项定期对小学、初中和高中学生的教育成就进行的全国性调查,在新测试技术的发展过程中发挥着重要的作用。本文对NAEP的发展历史进行综述和总结,同时对当前NAEP所面临的效度问题,如跨年级(纵向)量表以及在分数报告中使用表现水平的做法等进行评论。  相似文献   

9.
Data from the North Carolina End-of-Grade test of eighth-grade mathematics are used to estimate the achievement results on the scale of the National Assessment of Educational Progress (NAEP) Trial State Assessment. Linear regression models are used to develop projection equations to predict state NAEP results in the future, and the results of such predictions are compared with those obtained in the 1996 administration of NAEP Standard errors of the parameter estimates are obtained using a bootstrap resampling technique.  相似文献   

10.
In our previous work documenting benefits of both mastery and performance-approach goals, we assessed achievement goals for a particular type of student (specifically, the college student) in a particular type of classroom environment (specifically, the large introductory lecture). The current study sought to extend our initial work by testing college students in a different classroom environment (specifically, the small advanced seminar). Contrary to predictions that mastery goals may prove more advantageous in this context and performance goals less advantageous, we continued to find positive effects for both mastery and performance-approach goals. Implications for achievement goal theory are discussed.  相似文献   

11.
In this paper, the authors draw on recent international experience to assess the success of five propositions for how high stakes national testing can improve classroom instruction and, ultimately, raise student achievement. Findings indicate that testing can be an effective mechanism for improving instructional practice, but its success is not ensured. It has failed as often as it has succeeded, usually because those implementing the strategy failed to understand the intermediate conditions that had to be met for changes in test content, format, or use to have the desired impact on teachers' classroom practice.  相似文献   

12.
This study is part of a 5‐year professional development intervention aimed at improving science and literacy achievement of English language learners (or ELL students) in urban elementary schools within an environment increasingly driven by high‐stakes testing and accountability. Specifically, the study examined science achievement at the end of the first‐year implementation of the professional development intervention that consisted of curriculum units and teacher workshops. The study involved 1,134 third‐grade students at seven treatment schools and 966 third‐grade students at eight comparison schools. The results led to three main findings. First, treatment students displayed a statistically significant increase in science achievement. Second, there was no statistically significant difference in achievement gains between students at English to Speakers of Other Language (ESOL) levels 1 to 4 and students who had exited from ESOL or never been in ESOL. Similarly, there was no significant difference in achievement gains between students who had been retained on the basis of statewide reading test scores and students who had never been retained. Third, treatment students showed a higher score on a statewide mathematics test, particularly on the measurement strand emphasized in the intervention, than comparison students. The results indicate that through our professional development intervention, ELL students and others in the intervention learned to think and reason scientifically while also performing well on high‐stakes testing. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 31–52, 2008  相似文献   

13.
We examined the degree to which content of states’ writing standards and assessments (using measures of content range, frequency, balance, and cognitive complexity) and their alignment were related to student writing achievement on the 2007 National Assessment of Educational Progress (NAEP), while controlling for student, school, and state characteristics. We found student demographic characteristics had the largest effect on between-state differences in writing performance, followed by state policy-related variables, then state and school covariates. States with writing tests that exhibited greater alignment with the NAEP writing assessment demonstrated significantly higher writing scores. We discuss plausible implications of these findings.  相似文献   

14.
Abstract

Using 35 elementary schools (3,350 fourth and sixth grade students), 10 secondary schools (3,613 eight and eleventh grade students), and 1,145 teachers, this study presents data summarizing the relationships between student' perceptions of "verified" principal competencies and selected school climate indices and outcome variables. The results indicated that there is a general tendency for positive teacher attitudes towards various dimensions of the school and working environment and higher student standardized achievement test performance to be associated with students' reports of a low frequency of interaction with die principal. A student "independence factor" was hypothesized to account for these results, with the implication being that principal/student interaction is minimized in schools where teacher and student attitudes are positive and student achievement is high. In addition, effective principal performance in dealing with student misbehavior was highly and positively associated with school average daily attendance at the secondary level. Supplementary analyses indicated that teacher and student attitudes "mediating" the school environment were relatively independent for both elementary and secondary samples. General support was found for higher correlations between student assessments of principal competencies and school environment measures than with student performance measures.  相似文献   

15.
This study explored differences in test anxiety on high‐stakes standardized achievement testing and low‐stakes testing among elementary school children. This is the first study to directly examine differences in young students’ reported test anxiety between No Child Left Behind (NCLB) achievement testing and classroom testing. Three hundred thirty‐five students in Grades 3 through 5 participated in the study. Students completed assessments of test anxiety following NCLB testing and typical classroom testing. Students reported significantly more overall test anxiety in relation to high‐stakes testing versus classroom testing on two measures of test anxiety, effect sizes r = ?.21 and r = ?.10. Students also reported significantly more cognitive (r = ?.20) and physiological (r = ?.24) symptoms of test anxiety in relation to high‐stakes testing. This study adds to the test anxiety literature by demonstrating that students experience heightened anxiety in response to NCLB testing.  相似文献   

16.
There is widespread concern that assessments which have no direct consequences for students, teachers or schools underestimate student ability, and that the extent of this underestimation increases as the students become ever more familiar with such tests. This issue is particularly relevant for international comparative studies such as the IEA’s Third International Mathematics and Science Study (TIMSS) and the OECD’s Programme for International Student Assessment (PISA). In the present experimental study, a short form of the PISA mathematical literacy test is used to explore whether the levels of test motivation and test performance observed in the context of the standard PISA assessment situation can be improved by raising the stakes of testing. The impact of (1) informational feedback, (2) grading, and (3) performance-contingent financial rewards on the personal value of performing well, perceived utility of participating in the test, intended and invested effort, task-irrelevant cognitions, and test performance are investigated. The central finding of the study is that the different treatment conditions make the various value components of test motivation equally salient. Consequently, no differences were found either with respect to intended and invested effort or to test performance.  相似文献   

17.
This investigation had three purposes: (1) to document any immediate and continuing benefits associated with the use of microcomputer-administered testing; (2) to determine what type of student might benefit most from microcomputer-administered diagnostic testing; and (3) to document the feasibility of microcomputer-administered diagnostic testing. The subjects of the study were enrolled in a biology course based on the BSCS Blue text. A random half of the students received behaviorally-stated performance objectives, while the remaining half received behaviorally-stated performance objectives in conjunction with microcomputer-administered diagnostic testing. The results of this study indicate that microcomputer-administered diagnostic testing can positively influence the immediate, but not the continuing, achievement of students in science. In addition, neither student aptitude nor achievement motivation level were found to interact with treatment or influence achievement. Affective data indicate that students react favorably to the use of objectives, computers, and diagnostic testing. Cost summary data reveal that when the expense of administering diagnostic testing by microcomputer is prorated over a five-year period, the cost of a diagnostic test is reduced to approximately three cents.  相似文献   

18.
Reform efforts in science education emphasize the importance of supporting students' construction of knowledge through inquiry. Project‐based science (PBS) is an ambitious approach to science instruction that addresses concerns of reformers. A sample of 142 10th‐ and 11th‐grade students enrolled in a PBS program completed the 12th‐grade 1996 National Assessment of Educational Progress (NAEP) science test. Compared with subgroups identified by NAEP that most closely matched our student sample, White and middle class, PBS students outscored the national sample on 44% of NAEP test items. This study shows that students participating in a PBS curriculum were prepared for this type of testing. Educators should be encouraged to use inquiry‐based approaches such as PBS to implement reform in their schools. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 410–422, 2002  相似文献   

19.
Assessment for learning in the accountability era: Queensland, Australia   总被引：1，自引：0，他引：1  
Developments in school education in Australia over the past decade have witnessed the rise of national efforts to reform curriculum, assessment and reporting. Constitutionally the power to decide on curriculum matters still resides with the States. Higher stakes in assessment, brought about by national testing and international comparative analyses of student achievement data, have challenged State efforts to maintain the emphasis on assessment to promote learning while fulfilling accountability demands. In this article lessons from the Queensland experience indicate that it is important to build teachers’ assessment capacity and their assessment literacy for the promotion of student learning. It is argued that teacher assessment can be a source of dependable results through moderation practice. The Queensland Studies Authority has recognised and supported the development of teacher assessment and moderation practice in the context of standards-driven, national reform. Recent research findings explain how the focus on learning can be maintained by avoiding an over-interpretation of test results in terms of innate ability and limitations and by encouraging teachers to adopt more tailored diagnosis of assessment data to address equity through a focus on achievement for all. Such efforts are challenged as political pressures related to the Australian government's implementation of national testing and national partnership funding arrangements tied to the performance of students at or below minimum standards become increasingly apparent.  相似文献   

20.
This study examines the relationship between students’ demographic background and their experiences with writing at school, the alignment between state and National Assessment of Educational Progress (NAEP) direct writing assessments, and students’ NAEP writing performance. The study utilizes primary data collection via content analysis of writing assessment prompts and rubrics and secondary analysis with NAEP data through hierarchical linear modeling. Results indicate students from states with writing tests more similar to the NAEP do not perform significantly better than students from states with writing tests less similar to the NAEP. Rather, student demographic characteristics, including gender, ethnicity, SES, disability status, and English learner status significantly predict NAEP writing performance, as do factors related to frequency of writing across subject areas, frequency of writing for varied purposes, frequency of writing process use, and computer use in writing. The implications of the findings for writing instruction are discussed.  相似文献   

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