1 / 38

Evaluating the Effectiveness of the Iowa Acceleration Scale IAS in Determining the Appropriateness of Whole-Grade Accele

The Connie Belin

Ava
Télécharger la présentation

Evaluating the Effectiveness of the Iowa Acceleration Scale IAS in Determining the Appropriateness of Whole-Grade Accele

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Evaluating the Effectiveness of the Iowa Acceleration Scale (IAS) in Determining the Appropriateness of Whole-Grade Acceleration The Annual NAGC Conference November 10, 2007 Minneapolis, MN Leslie Forstadt, Susan Assouline, Nicholas Colangelo Susan slides 1-8Susan slides 1-8

    2. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Purpose Introduce the Iowa Acceleration Scale (IAS) Validation Study Report results of the validation study Discuss qualitative and quantitative results in the use of the IAS as a decision-making tool

    3. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development The Iowa Acceleration Scale A more objective look at the student An analysis of the major factors to be considered in making a decision Guidelines for weighting the relative importance of the major factors Documentation of the student’s strengths and concerns A numerical range to guide the discussion and decision of acceleration A standard of comparison with students who have had successful accelerations

    4. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development The Iowa Acceleration Scale The IAS was developed as an administrative tool to help educators and parents make a decision. Modeled after the Light’s Retention Scale Multiple versions: Yellow, Green, Blue 1st, Blue 2nd In process, Blue 2R, 2008

    5. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Subscales Academic Ability and Achievement Developmental Factors School and Academic Factors Interpersonal Skills Attitude and Support GRAND TOTAL 1st edition max score of 97 2nd edition max score of 80 Recommendations: Excellent, Good, Marginal, Not Rec

    6. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Effectiveness of the IAS Decision-making process: It is not a test! The items have numerical ratings as a means to provide structure to the process, but it is possible for educators (and others) to misuse the numerical ratings: Internal Structure Evidence Do the items contribute positively toward the recommendation ? Do the different parts provide unique information? An unintended consequence of the numerical ratings is that is can be considered to have psychometric properties despite the authors’ intentions Page 3 of Jonathan’s dissertation: “Validity emphasizes the results you interpret, not the instrument or procedures itself . . .evidence that these interpretations and uses are appropriate” (p.36) UNITARY Concept of validity – integration of content, criterion-related, and construct-related Internal structure evidence – information about relationships among the assessment tasks or parts of the assessment Content evidence???An unintended consequence of the numerical ratings is that is can be considered to have psychometric properties despite the authors’ intentions Page 3 of Jonathan’s dissertation: “Validity emphasizes the results you interpret, not the instrument or procedures itself . . .evidence that these interpretations and uses are appropriate” (p.36) UNITARY Concept of validity – integration of content, criterion-related, and construct-related Internal structure evidence – information about relationships among the assessment tasks or parts of the assessment Content evidence???

    7. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Effective Items (Lipscomb, 2003) Effective School-related Extracurricular Activities Positive attitude about learning Peer relationships Student’s view School system support Prior Planning Moderately Effective Motivation Not Effective Non-school related extracurricular activities

    8. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development 2003… “New and Necessary” Extensions of Validity Research Decision Who: The students for whom the IAS was used were already carefully selected as candidates – therefore it was likely that the IAS process would produce successful candidates “Was the IAS more useful in generating a consensus among the decision-makers?” Decision making process

    9. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Rationale for the Current Validation Study evaluate the utility of the IAS in the acceleration decision-making process collect post-acceleration achievement test information as an indicator of student success after an IAS-based decision Leslie pick upLeslie pick up

    10. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development The Validation Study Surveys were distributed to teachers or coordinators of gifted programs, which addressed the experience of using the IAS as well as multiple outcomes for the students. Outcomes included social, extracurricular, and academic measures. n = 136 (1st Edition), 44 (2nd Edition)

    11. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Results Recommended Excellent (1st Ed: n = 15, 2nd Ed: n = 32) Good (1st Ed: n = 57, 2nd Ed: n = 12) Marginal (1st Ed: n = 16) Not recommended (1st Ed: n = 1)

    12. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Results

    13. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Sex of Candidate

    14. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Age of Candidates

    15. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Grade Level at Time of Acceleration Mean age = 8.2 Early grade accelerations 63% of the accelerations between K-3

    16. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Not recommended (n = 1): A Profile Female Age 8 Grand total = 40 Academic Ability and Achievement subscale = 15 Developmental Factors subscale = 4 School and Academic Factors subscale = 11 Interpersonal Skills subscale = 4 Attitude and Support subscale = 6 Decision: whole grade acceleration “All standards were met and she performed well academically and socially”

    17. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Decision Made Based on IAS Decision Excellent candidates higher rates of whole grade acceleration than good or marginal Good candidates, higher rates of single subject acceleration than excellent

    18. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Excellent and Good Candidates

    19. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Excellent and Good Candidates (n = 116) Males = 56% (n = 65) Females = 44% (n = 51) Average age = 8.6 Median age = 8 years 1st Edition = 62% (n = 72) 2nd Edition = 38% (n = 44) How do excellent and good candidates differ in their score profiles?

    20. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Grand Total

    21. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Developmental Factors

    22. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development School and Academic Factors

    23. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Attitude and Support Scale

    24. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Academic Ability and Achievement

    25. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Interpersonal Skills

    26. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Excellent and Good Candidates: Outcomes

    27. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Excellent and Good Candidates: Comments (Whole-grade accelerated) His needs were very high in language, so along with full-grade acceleration, he is receiving extended acceleration in language. (Single-subject accelerated) Student was moving into a student government position and would have missed it if whole-grade acceleration had been decided upon. Susan?Susan?

    28. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Marginal Candidates: A Profile Male = 73.3% (n = 11) Female = 26.7% (n = 4) Mean age = 7.6 years Median age = 7.4 years Grand total average = 49

    29. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Marginal Candidates

    30. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Marginal Candidates Acceleration Decision

    31. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Marginal Candidates

    32. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Marginal Candidates

    33. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Marginal Candidates

    34. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Marginal Candidates

    35. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Marginal Candidates

    36. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Marginal Candidates

    37. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Marginal Candidates: Comments (Whole-grade accelerated) Even though this was a questionable acceleration, child was ready…Lack of above-level test scores depressed IAS Total. (No change to curriculum) This was a parent request....decision would not have changed had we not had the IAS. Susan?Susan?

    38. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Marginal Candidates: Outcomes

    39. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Was the process useful for participants?

    40. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development The Team “The IAS provided an excellent framework for us to use for a thorough study.” “EXTREMELY beneficial. The team was glad it was used.” “Using the IAS helped evaluate the total child.” “We have learned that concerns raised during the IAS process continue to be problematic.”

    41. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development The School System “Collin’s success has made converts of the middle school staff involved. They now believe it can be good to whole grade accelerate.” “The IAS has been adopted as part of board policy on acceleration.” “It helped the school to recognize the magnitude of this child’s intellect.”

    42. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development The Family “I have talked with the parents a number of times, and they are pleased.” “The parents decided not to transfer their son to private school because they felt this school sees their son clearly and has a definite plan to meet his needs.” “They felt that all areas of their child’s life were examined and taken into consideration-given the unusual nature of their child’s academic life.”

    43. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Suggestions from users Maybe some type of social or emotional intelligence score? Many early grades do not have extracurricular activities and young students may be penalized in their scores for “not participating.” Can you recommend other tests if schools don’t administer social studies or science subtests? Susan to endSusan to end

    44. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development In Conclusion The IAS does what it was intended to do: “the process was comprehensive . . .parents, teachers, & administrators [commented] to me about how nice it was. . . This process did a great job explaining the data . . .not all questions were black & white and that allowed for some discussions about school vs. home life.” It is important to document its impact through research

    45. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Present and Future Acceleration Research as Proactive Institute for Research and Policy on Acceleration (IRPA) http://www.education.uiowa.edu/belinblank/acceleration Current IRPA projects include: National survey of attitudes, practices, and prevalence of acceleration Use of national data sets to examine acceleration practice and outcomes Acceleration among English Language Learners DamienDamien

    46. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Ordering the IAS

More Related