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The Case for Review: Erasure Analysis

The Case for Review: Erasure Analysis. Presented by: Eric Caldwell Research Analyst III Assessments & Accountability Section. It’s a Hot Button Topic. About erasures. DRC’s scanning equipment identifies erasures based on differences in contrast between two marks on the same item

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The Case for Review: Erasure Analysis

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  1. The Case for Review:Erasure Analysis Presented by: Eric Caldwell Research Analyst III Assessments & Accountability Section

  2. It’s a Hot Button Topic

  3. About erasures • DRC’s scanning equipment identifies erasures based on differences in contrast between two marks on the same item • There are three types of erasures: • Right to Wrong (R2W) • Wrong to Wrong (W2W) • Wrong to Right (W2R)

  4. How are schools being identified?Part 1 – Students with 10+ W2R erasures What are the odds?

  5. How are schools being identified?Part 2 – Average counts of W2R erasures • The count of students with 10+ W2R erasures does not tell the whole story • Averages can be analyzed at the “all student” or subgroup level

  6. How are schools being identified?Part 3 – Deviation from the mean DRC provides an erasure analysis summary, which includes: • Standard deviation for every grade level and subject combination • Average counts of W2R erasures by school, grade level, and subject • Count of students whose number of erasures are more than four standard deviations from the mean Within a normal distribution, the odds of a random occurrence happening four standard deviations from the mean are one in 15,788

  7. A school is identified. Now what?Part 1 – Examine the erasures Scanned answer booklets will be sent to EED as part of the evidence file DRC will also physically examine the answer documents to determine whether any stray marks can be interpreted as anything besides an erasure

  8. A school is identified. Now what?Part 2 – Distribution of W2R erasures Is there a normal distribution of W2R erasures?

  9. A school is identified. Now what?Part 3 – Change in scores How did the target group perform when compared to the rest of the school? Was there an apparent benefit to the target group?

  10. A school is identified. Now what?Part 4 – Right vs. wrong erasures What is the ratio of W2R erasures compared to R2W and W2W erasures? Target Rest of State

  11. A school is identified. Now what?Part 5 – Compare to prior years Has the number of erasures within the target group changed significantly? Target Statewide

  12. A school is identified. Now what?Part 6 – AYP impacts When a school is identified for further analysis, EED will review the school’s AYP worksheet for the following: • Subgroups not making AYP in the prior year • Impacts of erasures upon those AYP subgroups

  13. A school is identified. Now what?Part 7 - Corroboration EED discusses its methodology and findings with DRC before any formal investigation is requested

  14. What does it mean? When a school is contacted regarding testing discrepancies, it means there is strong evidence that a school’s erasure patterns are unusual and unlikely to have occurred by chance.

  15. Erasure Extreme Within a normal distribution, the odds of a random occurrence happening four standard deviations from the mean are one in 15,788. What about fifty-threestandard deviations from the norm? Source: State of Georgia, Office of the Governor

  16. Questions and Comments Any questions or comments not addressed today may be addressed to: Eric Caldwell Research Analyst III (907) 465-8435 eric.caldwell@alaska.gov

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