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Assessing Authentic Assessment
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| Presenter(s):
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| Bruce Frey, University of Kansas, bfrey@ku.edu
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| Vicki Schmitt, University of Alabama, vschmitt@bamaed.ua.edu
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| Justin P Allen, University of Kansas, jpallen@ku.edu
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| Abstract:
The term authentic assessment is typically defined as a test or performance task which reflects real-world characteristics or expectations. However, in scholarly research, evaluations, textbooks and training materials, the label is used to describe a variety of characteristics, many of which have nothing to do with real-life (Frey, Schmitt & Bowen, 2008). Additionally, the word is sometimes used as a synonym for performance-based assessment, as if all assessment tasks which require construction of a product or performance of a skill or ability are authentic (Frey & Schmitt, 2007). After an extensive review and summary of the literature, several dimensions or aspects of authenticity were identified. The proposed paper suggests that assessments can have a range of levels of authenticity and presents a scoring rubric for evaluators and researchers to measure authenticity.
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Measuring School Success: An Analysis of Elementary School Mathematics Performance Based on Regression to Poverty
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| Presenter(s):
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| John Tapper, New York University, jtapper@nyu.edu
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| Abstract:
The No Child Left Behind Act (NCLB) has prompted a discussion in the education community on identifying and documenting school success. Descriptive approaches, growth models, and qualitative methods have been used to measure school achievement, but all these methods have shortcomings which would make implementation difficult. We examine the use of effect size measures resulting from curve-smoothed regression of performance on poverty as a tool for describing school success. We name this approach the Residual Effect Size (RES) model and compare the model to the more common growth model in order to establish convergent validity and to explore its advantages.
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It's Not a Valid Test! Facing Challenges in Developing Quality District Benchmarks Within Rural to Urban K-12 Contexts
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| Presenter(s):
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| Paul Gale, San Bernardino County Superintendent of Schools, ps_gale@yahoo.com
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| Abstract:
The presentation will be illustrating several issues that will be faced by an evaluator / psychometrician when developing high-quality, standards-driven assessments with input from K-12 classroom and district educators. The 'common' or 'local' district benchmark assessments are used in such contexts as urban, K-12 school districts to drive standards-based instruction for proficiency on the high stakes standardized state tests administered in the spring of each year.
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How to Identify Program Eligibility: An Analysis of Covariance (ANCOVA) and Johnson-Neyman Procedure Approach
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| Presenter(s):
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| Bo Yan, Blue Valley School District, byan@bluevalleyk12.org
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| Abstract:
For educators, one of the many challenges in successfully implementing an educational intervention program is to find the right student population. Although most programs are designed for a particular student body such as low achieving students, struggling readers, or average performing students, this description is too vague for implementation. Using a popular Reading program Read 180 as an example, this paper demonstrates how to use ANCOVA and Johnson-Neyman procedure to identify cut scores for program eligibility.
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