Saved in:
| Main Author: | |
|---|---|
| Format: | Artículo científico |
| Language: | en |
| Published: |
Arizona State University
2006
|
| Subjects: | |
| Online Access: | https://www.redalyc.org/articulo.oa?id=275020543004 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Table of Contents:
- The Legend of the Large MCAS Gains of 2000-2001 Gregory Camilli Sadako Vargas Educación MCAS Accountability Item Response Theory Performance Standards Validating Score Gains Issues related to student, teacher, and school accountability have been at the forefront of current educational policy initiatives. Recently, the state of Massachusetts has become a focal point in debate regarding the efficacy of highstakes accountability models based on an ostensibly large gain at 10th grade. This paper uses an IRT method for evaluating the validity of 10th grade performance gains from 2000 to 2001 on the Massachusetts Comprehensive Assessment System (MCAS) tests in English Language Arts (ELA) and mathematics. We conclude that a moderate gain was obtained in ELA and a small gain in mathematics. 2006 artículo científico 1068-2341 https://www.redalyc.org/articulo.oa?id=275020543004 en http://www.redalyc.org/revista.oa?id=2750 Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas application/pdf Arizona State University Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas (Estados Unidos de América) Vol.14