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STUDENT LEARNING

STUDENT LEARNING. Chapter 6 Data Analysis for Continuous School Improvement. WHY MEASURE. particular skill or knowledge level of mastery difference certain strategies are making curriculum effectiveness classification of students for instruction program / course graduation

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STUDENT LEARNING

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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

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