- 期刊
Evaluating the Validity of Gain Scores in Grade 3 Student Reading Achievement Based on Measures of Change
並列摘要
The purpose of the this study is to describe and examine the validity of gains in Grade 3 Reading achievement for the 2003 ~ 2004, 2004 ~ 2005, and 2005 ~ 2006 school years. As the Grade 3 Reading achievement test is administered at two times during the school year, Fall and Spring, performance gain-or the difference between scores during the two administration periods-can be examined as an indicator of progress in reading achievement. This study first describes the gain scores for each of the school years in question and subsequently analyzes the data, building an appropriately def ined regression model incorporating gender and ethnicity information. Additionally, this study considers the effect that similar educational environments have on student performance (i.e., correlation of test scores within schools or districts). By incorporating clustering information at the district and school level using hierarchical liner modeling (HLM) techniques, construct-irrelevant variance is further controlled and further evidence for the validity of differences in gains among subgroups may be identified. Analyzed according to a three-level hierarchical linear, or mixed, model, the result of the analysis of educational gain reported in this study accounts for intraclass correlations at the school and district levels, on the order of approximately 5%, 7%, and 5% of the total variance for the 2003 ~ 2004, 2004 ~ 2005, 2005 ~ 2006 school years, respectively. Capturing the effect of similar educational environments, gain analyses utilizing mixedmodels closely resemble actual student performance, returning ＂honest＂ standard errors thereby appropriately identifying significant results. Such methods ensure the validity of the reported gains. Further examination of student gain could incorporate classroom-level information into the modeling of student gain.
延伸閱讀
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