Credible Comparison of Instructional Program Impact: The RAGS Procedure. Report No. 328.

Autor/inn/en	Fennessey, James; Salganik, Laura Hersh
Institution	Johns Hopkins Univ., Baltimore, MD. Center for Social Organization of Schools.
Titel	Credible Comparison of Instructional Program Impact: The RAGS Procedure. Report No. 328.
Quelle	(1982), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Elementary Secondary Education; Models; Pretests Posttests; Program Effectiveness; Reliability; Research Problems; Research Tools; Statistical Analysis; Test Interpretation + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Analogiemodell; Reliabilität; Forschungskritik; Forschungsmittel; Statistische Analyse; Test analysis; Testauswertung
Abstract	An explicit model identifying 10 relevant components of achievement gain scores has been developed. Based on that model, all students under consideration are stratified according to individual observed pretest score, and achievement gains are measured relative to the average and range of gains among students in the same prescore stratum. The resulting index, RAGS, is based on the Rescaled and Adjusted Gains within Stratum. Stratification by prescore controls well for the the biases identified in the decomposition of gain scores, and so allows the fairest practical comparison of program impacts. The RAGS reports also provide other data that allow educational managers to compare detailed impact patterns. By viewing the RAGS indices as useful approximations, and by institutionalizing a systematic procedure for critiquing and refining the index construction process, educators have available one major component of an overall program assessment system that is informative, feasible, and self-improving. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC