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Measuring Student Learning: Effective Assessment Strategies for Continuous School Improvement

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14 diapositives · 282 Views · Jul 23, 2014

In Chapter 6 of "Data Analysis for Continuous School Improvement," we explore the importance of measuring student learning and the various methods available for effective assessment. Schools face challenges in understanding mastery levels, curriculum effectiveness, and instructional strategies. This chapter discusses standardized, norm-referenced, criterion-referenced, and authentic assessments. It emphasizes the significance of comparing different measures to gain insights into student performance and to inform continuous improvement efforts. Mastery of these concepts can guide effective educational practices and enhance student outcomes.

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  1. STUDENT LEARNING Chapter 6 Data Analysis for Continuous School Improvement

  2. WHY MEASURE • particular skill or knowledge • level of mastery • difference certain strategies are making • curriculum effectiveness • classification of students for instruction • program / course graduation • school process success Schools often struggle with measuring student learning, as well as with analysis and presentation.

  3. WAYS TO MEASURE • standardized • norm-referenced • criterion-referenced • diagnostic • authentic • teacher-made • grades • performance • standard-based Comparing different measures gives insight into what works with each child.

  4. STANDARDIZED TESTS • same content, administration, scoring

  5. NORM-REFERENCED TESTS • compare performance with that of a norming group • norming group should look like a normal curve • measures are distributed symmetrically about the mean • results decrease in frequency the farther they depart from the mean • two most common scales are NPR and NCE

  6. NATIONAL PERCENTILE RANKS • or equivalent, ranges from 1 to 99, midscore- 50 • one of the most used, and misused scales • is an unequal interval scale • scores cannot be added, subtracted, multiplied, or divided • median scores are most appropriate to describe performance One should not look at gains, losses, or averages with NPR

  7. NORMAL CURVE EQUIVALENT • mean of 50 (grade level), range from 1 to 99 • equal intervals • standard deviation of 21.06 for equivalency to NPR • able to compare expected performance, averages, gains, highest and lowest scores • excellent for multi-year comparison • can be converted to NPR and vice versa

  8. NORMAL CURVE EQUIVALENT • NCE results by grade level could track teacher performance or curriculum effectiveness • NCEby cohort could track class performance over time

  9. OTHER TYPES OF SCORING

  10. OTHER TYPES OF STANDARDIZED TESTS

  11. PERFORMANCE ASSESSMENTS • measuring skills, knowledge, ability directly • need to find a way to score and interpret individual and group scores

  12. GRADES

  13. DESCRIPTIVE / INFERENTIAL ANALYSIS

  14. SBR, ERROR, VALIDITY, RELIABILITY