Do Algorithms Homogenize Students' Achievements in Secondary School Better than Teachers' Tracking Decisions?

Autor/in	Klapproth, Florian
Titel	Do Algorithms Homogenize Students' Achievements in Secondary School Better than Teachers' Tracking Decisions?
Quelle	In: Education Policy Analysis Archives, 23 (2015) 62, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Academic Achievement; Ability Grouping; Secondary Education; Decision Making; Computation; Statistical Analysis; Models; Simulation; Mathematics; Track System (Education); Foreign Countries; Regression (Statistics); Student Placement; Grade 6; Luxembourg + Suchen Sie Ihr Suchwort? Schulleistung; Homogene Gruppierung; Niveaugruppierung; Streaming; Sekundarbereich; Decision-making; Entscheidungsfindung; Statistische Analyse; Analogiemodell; Simulation program; Simulationsprogramm; Mathematik; Leistungsgruppe; Leistungsdifferenzierung; Ausland; Regression; Regressionsanalyse; Schülerpraktikum; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	Two objectives guided this research. First, this study examined how well teachers' tracking decisions contribute to the homogenization of their students' achievements. Second, the study explored whether teachers' tracking decisions would be outperformed in homogenizing the students' achievements by statistical models of tracking decisions. These models were akin to teachers' decisions in that they were based on the same information teachers are supposed to use when making tracking decisions. It was found that the assignments of students to the different tracks made either by teachers or by the models allowed for the homogenization of the students' achievements for both test scores and school marks. Moreover, the models' simulations of tracking decisions were more effective in the homogenization of achievement than were the tracking decisions, if the students assigned to the different tracks were at the center of the achievement distribution. For the remaining students, there was no significant difference found between teachers' tracking decisions and the models' simulations thereof. The reason why algorithms produced more homogeneous groups was assumed to be due to the higher consistency of model decisions compared to teacher decisions. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01