利用评估系统推动数据驱动的改革

IF 1.2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Elementary School Journal Pub Date : 2022-02-01 DOI:10.1086/717952

Meghan D. Liebfreund, Stephen R. Porter, Steven J. Amendum, Matthew Starcke

{"title":"利用评估系统推动数据驱动的改革","authors":"Meghan D. Liebfreund, Stephen R. Porter, Steven J. Amendum, Matthew Starcke","doi":"10.1086/717952","DOIUrl":null,"url":null,"abstract":"The present study employed a difference-in-difference approach to determine the impact of a technologically enhanced diagnostic and formative assessment system implemented in one US state in kindergarten through third grade on school-level end-of-year third-grade reading test scores and percentage of students receiving special education services. Data were obtained for 795 elementary schools that implemented the assessment system in a staggered progression across multiple years. The analysis estimated the effect of the assessment system on the entire third-grade sample, and by selected demographic characteristics. Results showed no effect of the assessment system on average end-of-year reading scores or school-level percentage of students receiving special education services. Follow-up models including time and fidelity information also obtained null results overall. Given the null, schools should consider modifications to the ways they obtain, manage, and use assessment data.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"341 - 360"},"PeriodicalIF":1.2000,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Using an Assessment System for Data-Driven Reform\",\"authors\":\"Meghan D. Liebfreund, Stephen R. Porter, Steven J. Amendum, Matthew Starcke\",\"doi\":\"10.1086/717952\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The present study employed a difference-in-difference approach to determine the impact of a technologically enhanced diagnostic and formative assessment system implemented in one US state in kindergarten through third grade on school-level end-of-year third-grade reading test scores and percentage of students receiving special education services. Data were obtained for 795 elementary schools that implemented the assessment system in a staggered progression across multiple years. The analysis estimated the effect of the assessment system on the entire third-grade sample, and by selected demographic characteristics. Results showed no effect of the assessment system on average end-of-year reading scores or school-level percentage of students receiving special education services. Follow-up models including time and fidelity information also obtained null results overall. Given the null, schools should consider modifications to the ways they obtain, manage, and use assessment data.\",\"PeriodicalId\":48010,\"journal\":{\"name\":\"Elementary School Journal\",\"volume\":\"122 1\",\"pages\":\"341 - 360\"},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2022-02-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Elementary School Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1086/717952\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Elementary School Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1086/717952","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

本研究采用差异中的差异方法来确定在美国一个州实施的技术增强的诊断和形成性评估系统对幼儿园到三年级的学校三年级年终阅读测试成绩和接受特殊教育服务的学生百分比的影响。我们获得了795所小学的数据，这些小学在多年间以交错的方式实施了评估系统。分析估计了评估系统对整个三年级样本的影响，并通过选择人口统计学特征。结果显示，评估系统对平均年终阅读成绩或接受特殊教育服务的学生的校级百分比没有影响。包括时间和保真度信息的后续模型总体上也没有结果。鉴于无效，学校应该考虑修改他们获取、管理和使用评估数据的方式。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Using an Assessment System for Data-Driven Reform

The present study employed a difference-in-difference approach to determine the impact of a technologically enhanced diagnostic and formative assessment system implemented in one US state in kindergarten through third grade on school-level end-of-year third-grade reading test scores and percentage of students receiving special education services. Data were obtained for 795 elementary schools that implemented the assessment system in a staggered progression across multiple years. The analysis estimated the effect of the assessment system on the entire third-grade sample, and by selected demographic characteristics. Results showed no effect of the assessment system on average end-of-year reading scores or school-level percentage of students receiving special education services. Follow-up models including time and fidelity information also obtained null results overall. Given the null, schools should consider modifications to the ways they obtain, manage, and use assessment data.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.60

自引率

5.90%

发文量

期刊介绍： The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.