英语论文用增值评价技术对学生成绩进行分析的初步研究.docx
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英语论文用增值评价技术对学生成绩进行分析的初步研究.docx
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英语论文用增值评价技术对学生成绩进行分析的初步研究
ApilotstudyofvalueaddedanalysisforBeijingseniorsecondaryschool
用增值评价技术对学生成绩进行分析的初步研究
摘要:
用多水平分析技术对我国7所高中1999年参加高考的l051名学生的中招和高招成绩及其他变量,建立7种模型进行分析,结果发现在校正了学生先前的学习成绩和有关其他变量的影响后,各学校对学生的数学、英语和总成绩的影响(增值)明显不同,基于多水平分析结果的比较比传统的原始分比较更加公平、科学。
对各变量之间的相互影响也进行了分析,并与国际上的有关研究结果进行了比较,本文也对如何把考试分数用于学校管理进行了初步的探讨。
关键词:
多水平分析;增值评价;成绩;学校管理
Abstract:
DatafromsevenBeijingseniorsecondaryschoolswasanalyzedusingMultilevelanalysistechniqueforschooleffectivenessintermsofvalueaddedmeasureanditsimplicationforschooladministration.Similartrendsinourstudywerefoundwiththeinternationalstudies.Students’Priorattainmentcanexplainalargepartofoutcomevariance,themodelincludingstudent’spriorattainment,schoolcontextfactors,studentindividualvariablesisoptimalmodel.Schooleffectsdifferintermofsubject,studentgroupcategorizedbygenderandotherindividualfactors.Thisstronglyshowthemultifacetcharacteristicsofthevalueaddedmeasure,andsuggestamultiple,dynamicvalueaddedmeasureisessentialforschoolevaluation.Wefinddifferentschooleffectsintermofsubject,thismeansvalueaddedmeasureisausefultoolforschoolevaluation,butforimplicationinBeijingeducationalpractice,itneedfurtherresearch.Theresearchalsoprovidedanexampleabouthowtomakegooduseofexamscoreforeducationadministrationandothereducationalpractice.
Keywords:
Multilevelanalysistechnique;valueaddedmeasure;examscore;schooladministration
Introduction
Therehavebeenmanystudiesaboutschooleffectivenessmeasurementbasedonvalueaddedanalysisusingmultilevelstatisticstechnique(Thomasetal.,l994,1996,1997,1999,Sammonsl997,1999,Yang1999,Goldsteinl996,1997).Generally,thesestudytopicscoverthedefinitionofschooleffectivenessandimprovement,thevalue—addedmethodandtheapplicationofmultilevelanalysis,andsoon,mainlyontheanalysisofstudentacademicattainment.Hereisabriefreviewofthesestudies.
Schooleffectivenessandvaluedaddedmethod
AsresponsetoColeman’sreport(Colemanetal.,l966),whichreferredtothe‘equalityofeducationalopportunity’andtoJencks’book(Jencksetal.,l972),whichwasonthe‘Inequality:
areassessmentoftheeffectoffamilyandschoolinginAmerica’,andresponsetothePublicationof‘LeagueTable’inUK(Goldsteinl996),manyresearchesonschoolingeffectonstudentattainmentemergedinUS,UK,andotherareas.Althoughthedefinitionofschooleffectivenesshavesomediscrepanciesfordifferentresearchers(Cheng1996),somecharacteristicsofeffectiveschoolsuchasprofessionalleadership,maximizationoflearningtime,purposefulteaching,highexpectation,positivereinforcement,etal.,areacceptedbymostpeople(Sammonsl999).Generally,measureofschooleffectivenessinvolveschoosinganoutcomeandthenstudyingaveragedifferenceamongschoolsafteradjustingforrelevantfactorssuchastheintakeachievementsandsomestudentbackgroundcharacteristics.Althoughtheunadjustedresultsareinformativetosomeextentforeducationevaluation,justanexamresultdoesnotshowaschool’sprogresscompletely.Furthermore.asinglestatisticmaynotbeanadequatesummaryofschool’seffectonstudent’sprogress.schoolmayboosttheprogressofdifferenttypesofstudentatdifferentrateindifferentdepartments/subjects.
Forfairerandmoreaccuratewaytomeasureandreportschoolperformance,theValued—AddedMethodisacceptedbymanyeducationresearcherandpractitionernow.Itisseenasbothlessproblematicintermsofhowacceptableprinciplesaretopolicy—makerandschoolseniormanagers,andlessquestionedeveninthemostscepticalofstaffroom.ThismethodhasbecamethemainstreamofBritishschooleffectivenessstudiesnow.‘Therearevariousofdefiningvalueaddedandtheseencompassbothqualitativejudgmentandquantitativemeasures.Valueaddedapproachesalsodifferinthebalanceofemphasisplacedonevaluatingstudentoutcomesdirectly,orindirectly,viathequalityoftheteachingandlearningprocess.…alldefinitionsofvalueaddedhavethecommonaimofassessingthequalityandextentofaschool’seffectivenessinpromotingstudentachievement.(Sammonsetal.1997,P.24)’.Thomasandcollegues(1998)definethe‘Valueadded’asanindicationoftheextenttowhichanygivenschoolhasfosteredtheprogressofallstudentsinarangeofsubjectduringaparticulartimeperiodoroverparticularyearsincomparisonwiththeeffectsofotherschoolsinthesamesample.Thisdefinitionisnotonlyfocusingontheacademyprogress,alsoonthestudents’attitudestolearningandotherimportantoutcomes.
However,thisdefinitionrefersspeciallytoacademicattainmentlevelofattainmentincomparisonwithsimilarstudentsinotherschools.Forcalculatingthevalueaddedcomponent,accuratebaselineinformationaboutstudent'spriorattainmentisveryimportant,sothevalueaddedmethodscancomparesoutcomeafteradjustingforvaryingintakeachievement.Theconceptofvaluedaddedisnotonlyanindicatorofschooleffectiveness,alsoatoolforschoolself—evaluation.Thevalueaddedaschoolcontributedtoindividualstudenthasthefollowingpurpose(Thomasl998):
※Itoffersafairerandmoremeaningfulwayofpresentingschoolexaminationresult;
※Itisatoolthatcanprovidebothdetailedandsummarydatathataschoolcananalysisaspartofitsself—evaluation;
※Itcanbeusedtoexaminetrendsinvalueaddedperformanceovertime.Inrelationtoschoolimprovementinitiatives;
※Itprovideperformancemeasuresthatcanbecontrastedagainstothertypesofdataavailableinschoolssuchasmeasuresofpupils’affectiveorvocationaloutcomesorinformationabouttheviewsofkeygroupsobtainedusingteacher,parentandpupilquestionnaires;
※Itcanprovideadditionalguidanceinmonitoringandtargetsettingforindividualstudentsandspecificgroupsofstudents.
Someresultsfrompreviouslystudies.
Comparisonbetweenschoolvalueaddedforoverallattainmentandsubjectsshowschoolsvarydifferentlyacrossdifferentareaofacademicattainment.Thomas(1996)foundcorrelationbetweenvalueaddedscoresforEnglishandmathematicsis0.46.Otherresearch(Thomasl995)foundthesecorrelationbetweendifferentsubjects(English,Englishliterature,math,science,Frenchandhistory)rangefrom0.20to0.72,thismeansmanyschoolshavemixedresultsfordifferentdepartments.onlyafewhastheconsistentresultsfordifferentsubjects.Thesefindingssuggeststronglytheneedtolookatschools’valueaddedperformanceindetailnotonlyacrossdifferentacademicsubjectsassignificantsubjectdifferencesmaybemaskedbyoverallattainmentinsomeschool.
Studiesshow,onaverage,somedifferentlevelsofacademicperformance/progressbetweenboysandgirls.Yang’s(1999)researchshowgirlsperformbetterthanboysinKS1reading,KS1writing,butworseinMathematicsandSciences;Thomas(1996)findgirlsperformbetterintotalscoreandEnglishlanguage.Goldstein’s(1996)researchalsoshowsasmalldifferenteffectforboysincomparisontogirls.Student’sageseemshowsomeeffectontheirsattainment.Twostudiesshowoldstudentsmakemoreprogressintheirstudies(Thomasetal.,l996,1997),‘0naverage,theoldestl5+pupilsfwithbirthdaysinSeptember/October)attainedapproximately2GCSEpointsmorethantheyoungestl5+pupils(withbirthdaysinJuly/August)(Thomasl996,P.12)’.
Studiesonpupilssocial-economicstatusshowstudentsentitledwithfreemeal,whichisacomprehensiveindicatoroffamilyeconomicclass,seemperformworsethanthosewithoutfreemealonaverage(Yanget、al.,l999,ThomasS,etal.,l997,1999).Thesefindingscouldbeusefullyinterpretedasmeaningthatmostschoolshavedifferentlevelsofeffectivenessforpupilsfrommoreorlesseconomicallyadvantagedbackground.Pupilswithdifferentethnicbackgroundalsoshowdifferentgainsinacademicattainment(Nuttalletal.,l989,Thomasl996,Sammonsl999).‘Incomparisontothewhitegroup,otherethnicgroupsobtainedsignificantlyhighscores,giventheattainmentonentrytoschoolhavebeentakenintoaccount.(Thomasetal.,1996.P.12)’.ButsomestudiesdonotfindevidenceofsignificantdifferenceinprogressinsomesubjectforsomeethnicgroupSammonsl999).Theseneedfurtherstudyandhighlightagaintheimportanceofdetailedanalysisinexploringtheaffectingfactoronstudents’improvement.Inshort,student'spriorattainmenthasthelargestimpactontheirlaterattainment,theadjustmentusinggenderorsocial—economicstatusaresmallbycomparison.
Nuttall’s(1989)studysuggestvariabilityinhighabilitypupilsbetweenschoolsismuchlargerthanthatoflowabilitypupils,Thomas(1993)foundcorrelationbetweenvalueaddedscoreforhighestandlowestabilitystudentrangefrom0.73to0.76fordifferentsubject.Therecentlystudiesusingfinelygradedpriorattainmentmeasuresinbothinnercityareas(Goldsteinetal.,1993)andincountyLEAs(Thomas,etal.,l996)havealsoestablishedsignificantdifferentialsecondaryschooleffects.Theseevidencepointthatsomeschoolarenotequallyeffectiveinpromotingtheattainmentofallpupilswithdifferentpriorattainment,irrespectiveoftheirpreviousstrengthsorweaknesses.
StudiesonstabilityandconsistenciesofschooleffectivenessshowschooleffectsaremoststablefortotalGCSEperformancescorebutthedepartmenteffectsarelessstableovertime.Thecorrelationbetweenschooleffectacrosstimeforperformanceindifferentacademicsubjectsisfrom0.38to0.92(Thomasetal.,l997),andonlyaverylowpercentageofschoolcanmaintainthesameposition,says,alwayseffectiveorineffective,fortotalscoreandsubjectscorethrough3years.Thesesuggestthatwesho
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- 关 键 词:
- 英语论文 增值 评价 技术 学生 成绩 进行 分析 初步 研究