Data Reflections: Recent Episodes
WSWHE BOCES Data Analysis Service
Welcome to the WSWHE BOCES Data Analysis Services BLOG! We are excited to be able to provide you with the latest news and issues as they relate to data analysis and assessment in this interactive format. Please visit often and feel free to respond to the posts. For more information on anything you see here, please visit our main webpage - www.wswheboces.org/data.
In case you didn't see this one come across a listserv, check out this article looking into some of the latest happenings at the New York State Education Department. Thoughts?
A recent article discusses that old test items were "tricky" even though it states that they were "too predictable, leading proficiency rates to rise..."
The article goes on to say that "The state made the tests harder to pass in 2010, and scores plunged." The results had NOTHING to do with the wording of the questions - the cut points were raised based on the state's CUNY "research" AFTER the test administration!
Other article highlights include changes to future assessments such as the reduction of "not" in item prompts, limited italics/bold, a clear font type, and the requirement for positive material in passages.
To me, the bottom line is, if students cannot read, does font type matter? Does font type matter? Does font type matter? Does font type matter? Does font type matter?
So the press included the source of data this time; however, they avoided using the term "extrapolation."
The excerpt says:
"The formula for college readiness comes from an analysis of data from city community colleges, which found that scoring a 75 on the English Regents exam and an 80 on the math Regents roughly predicted that students would get at least a C in college-level courses in the same subjects. Scores below that meant students often had to take remedial classes before they could do college-level work."
They failed to mention that the students were from one cohort year of students graduating from NYC high schools.
I am still waiting for the comparable data from the rest of the state that replicates the NYC findings. Or maybe replicating with another cohort. Or maybe replicating with Integrated Algebra data. Or connecting Regents exams to college placement exam data that are often used to determine which courses students are ready for. I know based our datasets, we were not able to replicate these cutpoints. How about you?
What do you think? Are these truths self-evident? Have we made progress in our use of data over the past 10 years?
I just got (again), an email from a vendor. The title of the sales pitch is:
"Prep for the Test: How to Prepare Your Students." I will share some FREE information - how do you prepare students for the test? TEACH THEM! Quality curriculum, instruction, and assessment (that involves student feedback!) will prepare students for more than just the test.
For more information about keys to quality assessment, check out Stiggins' work at www.assessmentinst.com or contact our office!
Thoughts on this type of incentive? If it is the right thing to do for students, why was it not implemented in the past before tying tests to teacher/administrator/superintendent evaluation? Interesting approach that I would imagine is being explored in other areas.
BTW - The Regents exams are NOT used for teacher/administrator evaluation (as of 5/23/11 at 12:00 PM); the purpose is very different from the connection the article is trying to make.
It is that time of year again. Final grades are being estimated. Regents exams are scheduled. Graduation parties are being planned. But what about those students who don't get to graduate or who are scheduled for summer school because the scores on their Regents exams are inappropriately included in their final average for a course. (And the average is probably a mean instead of a median - another way to ensure higher summer school registration and lower graduation rates. More to be said in another blog post)
But aren't Regents exams measures of student achievement like finals are? And aren't the Regents on a 0-100 scale like many classroom grading systems? On the surface, one might answer yes to both, but upon further investigation, 1) we know that the Regents are not end of course exams as they are not all given at the end of the corresponding course, and they are not all completely aligned with NYS Learning Standards (the Regents English exam is a good example of both scheduling and content). And 2) as per the NYSED link attached, Regents scores are scale scores, not percent correct, in order to account for the varying levels of item difficulty (thanks to good 'ole item response theory).
So let's see an example of a similar type of inappropriate averaging with other data...
I ask the local weather person what the average temperature is for the coming week. For me, I will do yard work if the average is over 70; indoor work if under 70. Here are the readings:
Monday - 70
Tuesday - 80
Wednesday - 76
Thursday - 81
Friday - 72
Saturday - 24
Sunday - 75
So the average temperature is 69 (using the mean), right? I will work inside. Well, the math is correct, but the data are not on the same scale! Saturday's temp is in Celsius! The converted temp for Saturday is 75 degrees so the mean is actually 76! I should be gassing up the mower!
Working outdoors or indoors is not a big issue, but graduation or not, summer school or not, credit recovery or not - those are BIG issues. And the wrong calculation could make the difference for students in high school and beyond.
New evaluations, new Commissioner, and school budget voting today. What are your thoughts?
http://www.timesunion.com/local/article/Regents-move-bar-on-teacher-ratings-1382073.php
Check out our customer profile - we are very excited!
http://www-01.ibm.com/software/success/cssdb.nsf/CS/GHAT-87U2VJ
As we enter the homestretch of the school year, let's keep focused on effective grading practices. What does that grade really say about a child's knowledge, skills, and abilities? How confident are you in the decisions you make about a child based on the grades they receive?
http://www.education.com/magazine/article/Kids-and-Failure/
Just received an email regarding an upcoming webinar that might be of interest!
"There's still time to register for the live webinar, Tips and tricks for getting more done with IBM SPSS Statistics on Thursday, May 5 at 11 a.m. CT (12 p.m. ET, 9 a.m. PT). Learn the many tips and tricks for IBM® SPSS® Statistics so you can get things done – fast."
http://app.information.cognos.com/e/es.aspx?s=319&e=1126423&elq=167925bbb0ef4216aeee73fd430ebe58
We have started our Data Blog back up again and wanted to share an article about feedback that highlights the great work of Susan Brookhart. So many reform initiatives fall short because we do not include students in their own learning. Quality feedback is essential for facilitating student achievement. Enjoy this link and if you have strategies or feedback stories, please feel free to share!
http://www.veanea.org/home/1185.htm
Datagirl takes on Grading
In this episode, Datagirl discusses grading practices with several teachers to determine if their grades are reflective of student achievement. Can student success be hindered by improper grading practices? How should grades be communicated? Tune in to find out...
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Datagirl and the Accountability Alphabet
In this episode, Datagirl works with a building principal to understand accountability terms found in the school report card. Will a musical approach make learning the terms child's play? Tune in to find out!
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Datagirl Visits Gobbler's Knob
In this episode, Datagirl engages in a discussion about prediction with Punxsutawney Phil and one of his handlers. What are some factors that should be considered prior to conducting a regression analysis? Tune in to find out!
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Datagirl and the Equating Inquisition
In this episode, Datagirl examines the differences between pre-equating and post-equating. Is one approach better than another? Tune in to see what the Council concludes.
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Registration for our 3rd annual spring data conference - Datapalooza - has begun!
* Early bird deadline is January 31.
* Please note our new option for sending teams from one location.
* The pre-conference session and vendor forum options do not require registration for the entire conference.
If you have any questions, please contact daspd@wswheboces.org.
We look forward to another exciting event!
The Adventures of Datagirl podcast series turns 1 on January 5, 2008. Thanks to all of you who have listened in, loaned your voices, and supported our fun experiment in professional development delivery.
Stay tuned this year for new and exciting episodes and some surprises too...
Datagirl and the week before testing
The latest episode of our podcast series is now available. Tune in and enjoy this very special broadcast...
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