Literaturnachweis - Detailanzeige
| Autor/in | Linn, Robert L. |
|---|---|
| Titel | Measuring School Effectiveness: How Achievement Data Can and Cannot Be Used. |
| Quelle | (1983), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Academic Achievement; Achievement Tests; Criterion Referenced Tests; Measurement Objectives; Norm Referenced Tests; Pretests Posttests; Regression (Statistics); School Effectiveness; Scores; Socioeconomic Influences; Test Construction; Test Selection |
| Abstract | In considering the problem of measuring achievement for the evaluation of school effectiveness, there are at least three questions that need to be answered: (1) What is to be measured? (2) How is it to be measured? (3) How are the results to be analyzed? Following a discussion related to the first two questions--determining content objectives and selecting or constructing tests that match the school's curriculum--attention is focused on the problems of translating test results into measures of school effectiveness. Primary consideration is given to what kinds of test scores should be used for analysis. The following types of scores are discussed: (1) global scores from survey tests, including the use of different forms of the same test; (2) average scores on a norm-referenced test or passing rates on a criterion-referenced test--including ranking in terms of status scores or trends in means for a grade, use of an SES indicator to adjust scores, and use of regression analysis to adjust for bias in mean gain scores; and (3) pretest/posttest scores, including three approaches for going beyond discussions of school means. The author concludes that comparisons of observed posttest results to those predicted from a regression of posttest on pretest scores seems the soundest approach to using achievement data as indices of school effectiveness. (LC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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