The expert, David Berliner, also discounted
the reliability of student test scores to judge a teacher's ability to enhance student achievement.
Not exact matches
She also questioned the
reliability of using
student test scores in evaluations, something advocates and the American Statistical Association have said is not an accurate way
of evaluating teachers.
Therefore, if California or another state were eager to accelerate the transition to the Common Core, it should not try to stretch a limited field
test to serve statewide, it should redesign the field
test, weed out the poorly functioning items and produce
student - level scaled
scores achieving a minimal level
of reliability.
Test - retest
reliability over short periods
of time is the preeminent psychometric question for report card items because the data are not useful if
scores that teachers generate for individual
students on individual items are unstable during a period
of time in which it is unlikely that the
student has changed.
The Smarter Balanced adaptive
test aims to provide educators with more authentic indicators
of their
students» college and career readiness, but some educators have found the
test's technology to be limiting and difficult; EdTech leader Steven Rasmussen even went so far as to say, «Not one
of the practice and training
test items is improved through the use
of technology... The primitive software used only makes it more difficult for
students and reduces the
reliability of the resulting
scores.»
This new law will provide a measure
of protection for our teachers, districts and
students from consequences for
student test scores on a standardized
test whose validity and
reliability as a tool for measuring their performance is not supported by data.
The
tests must also be able to evaluate the validity and
reliability of future questions because if the state is going to mandate the dismissal
of teachers and principals based on
student test results, or ruin their reputation by posting their
scores in the newspaper, then it must also require that the
tests be designed to stand up in court (whether or not they ultimate do stand up is still an open question).
«The Gates Foundation's MET project (much but not all
of which the AFT agrees with) has found that combining a range
of measures — not placing inordinate weight on standardized
test scores — yields the greatest
reliability and predictive power
of a teacher's gains with other
students.
In Tennessee, where
student test scores count for 35 percent
of a teacher's evaluation, questions have been raised about the system's accuracy and
reliability, with someteachers seeing inconsistencies between the
scores they receive on observations and their value - added ratings.
It will take three to five years to determine the
reliability of SBAC, and in the mean time, if the state doesn't change course, Connecticut
students and teachers will be held accountable for
scores on an unproven
test.
Additionally, majorities
of districts expressed concern about the
reliability and validity
of certain assessment measures (including
test scores), and over the years some districts have designed an evidence - based teacher recommendation rubric that complements
test scores by picking up
student attributes that are important to
student learning (such as
student motivation).
A minimum
of 25 percent
of student responses for the pilot
test, the pre-calibration administration, and the national operational administrations are double -
scored to monitor the
reliability between scorers (inter-rater
reliability).
Student - Level
Reliability, Classification Accuracy, and Convergent Validity Studies are used to describe the quality
of students»
test scores.
Results highlighted a) through exploratory and confirmatory factor analyses, a meaningful six - factor model (emotion expression, task utility self - persuasion, help - seeking, negative self - talk, brief attentional relaxation, and dysfunctional avoidance); b) satisfactory internal
reliabilities; c)
test - retest
reliability scores indicative
of a satisfactory stability
of the measures over time; d) preliminary evidence
of convergent and discriminant validity with CERS - M being very weakly linked to verbal skill and moderately to emotion regulation strategies measured through the Flemish version
of the COPE - questionnaire; e) preliminary evidence
of criterion validity, with CERS - M
scores predicting math anxiety, and to a lesser extent,
students» performance; f) preliminary evidence
of incremental validity, with the CERS - M predicting math anxiety and performance over and above emotion regulation measured by the COPE - questionnaire.
Test - retest
reliability over short periods
of time is the preeminent psychometric question for report card items because the data are not useful if
scores that teachers generate for individual
students on individual items are unstable during a period
of time in which it is unlikely that the
student has changed.
Results highlighted a) through exploratory and confirmatory factor analyses, a meaningful six - factor model (emotion expression, task utility self - persuasion, help - seeking, negative self - talk, brief attentional relaxation, and dysfunctional avoidance); b) satisfactory internal
reliabilities; c)
test - retest
reliability scores indicative
of a satisfactory stability
of the measures over time; d) preliminary evidence
of convergent and discriminant validity with CERS - M being very weakly linked to verbal skill and moderately to emotion regulation strategies measured through the Flemish version
of the COPE - questionnaire; e) preliminary evidence
of criterion validity, with CERS - M
scores predicting math anxiety, and to a lesser extent,
students» performance; f) preliminary evidence
of incremental validity, with the CERS - M predicting math anxiety and performance over and above emotion regulation measured by the COPE - questionnaire.