Gain Test Answers

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  The more serious difficulties arise when value-added assessments are used to hold schools and teachers accountable, with high-stakes personnel decisions to follow. The danger is that such assessments will be used to supplant local decisionmaking,...
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  When we subtract one score from another, the measurement errors do not cancel out. When we subtract one score from another, a good deal of the portion of the scores that represents true ability will cancel out. In statistical parlance, gain scores...
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  Virtually no one who is evaluated by these methods—teachers or administrators—will understand them. Thus, value-added systems that adjust for the unreliability of raw test scores will fail one of the criteria that educators have deemed important for accountability: that they be transparent. Measured performance as determined by the statistical models will not accord with the raw data. It will be impossible to explain to the satisfaction of educators why two schools or teachers with similar achievement gains nonetheless received different ratings of their effectiveness. Moreover, inequities will arise simply because measured gains are more dependable for schools and teachers for whom there are more data.
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  Discrepancies will also arise across subjects. For reasons probably due to the home environment, more of the variation in student reading performance is independent of school quality than is the case in math performance. As a result, it is harder to detect particularly strong or weak performance by reading instructors than by math teachers. In the end, using sophisticated methods of value-added assessment may not be worth the trouble if the object is to identify and reward high performance. William Sanders, formerly of the University of Tennessee and now at the SAS Institute, has done pioneering work to develop a system of value-added assessment, using the results of annual tests administered to all elementary and middle-school students in Tennessee. The great majority of teachers assessed by this system do not differ from the average at conventional levels of statistical significance. A recent investigation of achievement in one large Tennessee school district in which I am collaborating with Sanders and Paul Wright of the SAS Institute has found that 20 percent of math teachers are recognizably better or worse than average by a conventional statistical criterion.
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  By the same criterion, the percentage falls to 10 percent in language arts instruction and to about 5 percent among reading teachers. Those who want to reward teachers on the basis of measured performance should consider whether it is worth the trouble and expense to implement value-added assessment if the only outcome is to reward small numbers of teachers. Of course, it is possible to disregard statistical criteria and reward the top 10 percent of teachers in all subjects willy-nilly. But then many rewards will be made on the basis of random fluctuations in the data. Value-added assessment has one signal merit: it is based on student progress, not on the level of achievement.
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  Schools and teachers are accountable for how much students gain in achievement. They are not given credit for students entering at a high level or penalized when their students start far behind. However, this may not be enough. The same factors may influence not just the starting level, but also the rate of progress. Thus, even in value-added assessment, it may be necessary to control explicitly for these factors or demonstrate that they do not matter. The socioeconomic and demographic factors that might influence student progress make a long list. In practice it is unlikely that an assessment system will have access to data on student backgrounds beyond what is routinely collected by school systems: the percentage of students with limited English proficiency, the percentage eligible for free and reduced-price lunch, and the ethnic and racial composition of the student population.
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  Clearly other factors also matter. Critics of high-stakes assessments will object that without an exhaustive set of controls, the assessment system will end up penalizing some teachers and schools for circumstances beyond their control. However, this study was limited to one school district and one series of achievement tests. Whether the results will generalize remains to be seen. Moreover, even small differences in measured effectiveness can have practical consequences for schools and teachers, depending on how these assessments are used. For example, suppose it is school policy to reward teachers who score in the top 10 percent. Whether a specific teacher falls into this category can be rather sensitive to the inclusion or omission of controls for student background. Even relatively modest changes in measured effectiveness, such as our research has found, can have a decisive influence on whether a teacher falls above or below a cut-off point defined in this manner.
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  A teacher who would rate in the top 10 percent on one measure has only to fall slightly below the cut-off on the other measure to drop out of the category of teachers who are recognized for their excellence. Our findings suggest that this will happen with some frequency: more than one-third of the teachers who ranked in the top 10 percent when our assessments included socioeconomic and demographic controls no longer belonged to that category when these controls were omitted from the analysis.
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  To practice value-added assessment, we must be able to compare the achievement gains of different students in a meaningful way. Mathematicians who specialize in measurement in the social sciences, together with experts in the construction and interpretation of tests—psychometricians—have devoted considerable attention to this matter. Their findings are highly unfavorable to value-added assessment. First, it is clear that a simple tally of how many questions a student answered correctly will not have the desired property. Test questions are generally not of equal difficulty. This objection also applies to several popular methods of standardizing raw test scores that fail to account sufficiently for differences in test items—methods like recentering and rescaling to convert scores to a bell-shaped curve, or converting to grade-level equivalents by comparing outcomes with the scores of same-grade students in a nationally representative sample.
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  In the s, psychometricians began to deal with this issue in a systematic way. The critical question, given that neither ability nor item difficulty can be measured directly, is whether the procedures of inference are powerful enough to put the resulting ratings of ability and difficulty on equal-unit scales. Has student A, whose scaled score rose from to using item-response theory methods , truly learned less than student B, whose scaled score rose from to ? Does points at one range of the scale really represent less learning than points at another point on the scale?
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• SERE 100.2 Level A Pre Test Answers Flashcard Example #60811
  The fact that we express both scores numerically predisposes us to answer affirmatively. The dubiousness of such a response can be appreciated by approaching the question from another angle, taking advantage of the fact that ability is measured on the same scale as item difficulty. Suppose a student has answered test item A correctly, which has a difficulty rating of Item B is harder, with a difficulty of Clearly the student needs to know more to answer question B than question A.
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  Yet these transformations will shrink the scale over some ranges and expand it over others, so that student A appears to make more progress than student B using one scale, but less using another. These conclusions cut the ground out from under value-added assessment. Our efforts to determine which students gain more than others—and thus which teachers and schools are more effective—turn out to depend on conventions arbitrary choices that make some educators look better than others. This does not mean that testing is of no value. But the finer kinds of measurement required to compare the progress of students at different levels of initial ability exceed the capacities of our instruments. In particular, we should probably give up trying to compare gains at different places on the scale for a given population.
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  Learn more here. Customize the text displayed for the 'true' and 'false' options by clicking into the Text for "True" and Text for "False" text boxes to enter alternative binary answer choices. Check Require a correction if False to require students to provide a correction when selecting False. Students who correctly mark False but do not enter the correct update receive 50 percent credit for the question. Back to top Multiple Choice Type your question into the text box, and enter the possible answers into the Choice fields below. Check the box for each Correct Answer to the right of each choice. Randomize Choices: Check this box to scramble the order in which the answer choices appear for each student. Allow partial credit: Check this box if you are selecting more than one correct answer for a question and want to provide partial credit for students who select one, but not all, correct answers. Note: For students to receive partial credit on a question, they must select a correct answer choice.
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  For example, if there are two correct answers and a student answers only one correctly but leaves the rest blank, then the student will receive half credit. However, if the student provides one correct answer and one incorrect answer, then the student receives zero credit. Each correct answer choice gains one point, and each incorrect answer loses one point, resulting in a score of zero. Instructors can manually override this score from within the quiz. Click Timed question to set a time limit for the question. Click the pencil icon to the right of any answer to add formatting elements using the rich text editor. Ordering Ordering questions evaluate students' ability to put items in a sequential order. Ordering questions only marks the group of answers with the highest number of consecutive correct answers.
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  If you do not have partial credit enabled, the student would receive a zero. When partial credit is enabled, you have the option to set a minimum continuous sequence. If your minimum continuous sequence is two, for example, and the student correctly guesses that the first answer is A and the last answer is Z, but all of the answers in between A-Z are wrong, the answer will be marked incorrect and the student will receive a zero because the student was unable to get two consecutive correct answers. Even though he or she correctly identified A as the first item and Z as the last. However, if you would like to consider this as a correct answer, you can override the score. In the example below, partial credit is enabled on this Ordering question. There are seven items that the student must correctly order, with the minimum continuous sequence set to 3, and the overall question is worth 10 points.
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  Back to top Fill-in-the-Blank In order to generate a blank when creating this question type, type one underscore into the text box. Each underscore in the text box will correspond to an answer blank below. Add additional underscores if you want to have multiple blanks in the question. Click Add an Answer below the answer blank to add additional possible answers for one blank in the question. Matching Use the matching question type to assess your students' abilities to identify pairs. Questions will appear in the order you define; answers will be shuffled. Note: When exporting tests or quizzes from your Resources area — for example, if you aren't teaching the same course at the same school again next year, and want to take your content with you — the following question types are not available in the current version of Common Cartridge that is exported: Ordering questions Fill-in-the-blank questions that include more than one blank Matching questions that include more than one blank Question-Level Settings Timed questions All question types have the option to be timed questions.
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  By checking this box, you can set a time limit, in minutes, to require that students answer a specific question within a set amount of time. After the time limit passes, the test automatically goes to the next question. If the last question of a test is a timed question, the test is automatically submitted once the time runs out.
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  Keeping Faith Which of the Code of Conduct article articulates the emotional connection between the Service member and the concept of sacrifice, as a requirement for honorable military service? Article I To which article of the Code of Conduct does the following statement refer? When questioned, should I become a prisoner of war, I am required to give name, rank, service number and date of birth. I will evade answering further questions to the utmost of my ability. I will make no oral or written statements disloyal to my country and its allies or harmful to their cause. Article V correct.
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