跨年级计算能力-挪威国家计算能力测试的垂直缩放

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Henrik Galligani Ræder, Björn Andersson, R. Olsen
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引用次数: 2

摘要

使不同年级的分数具有可比性是政策制定者评估教育系统、研究人员调查实质性问题和教师推断学生成长的兴趣所在。作为挪威国家测试系统的一部分,本研究对5年级和8年级的计算能力测试实施了垂直缩放设计。我们的设计通过为6年级和7年级量身定制的连接测试弥合了5年级和8年级之间的差距,而无需开发新项目。该设计将现有的所有五年级和八年级学生的管理与六年级和七年级学生的额外测试样本结合起来。调查结果表明,通过具有成本效益的设计,可以垂直调整现有考试的规模,而且挪威国家考试衡量的计算能力在四个年级之间具有可比性。我们讨论了我们的研究对在国家评估系统的背景下创建垂直尺度的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Numeracy across grades – vertically scaling the Norwegian national numeracy tests
ABSTRACT Enabling comparable scores across grades is of interest for policymakers to evaluate educational systems, for researchers to investigate substantive questions, and for teachers to infer student growth. This study implemented a vertical scaling design to numeracy tests given in grades 5 and 8 as part of the Norwegian national testing system. Our design bridges the gap between grades 5 and 8 with a linking test tailored for grades 6 and 7, without the need for new item development. The design combines the existing administration for all grade 5 and 8 students with additional tests for samples of grade 6 and 7 students. The findings indicate that vertically scaling existing tests is possible through a cost-effective design and that numeracy, as measured by the Norwegian national tests, is comparable across four grades. We discuss the implications of our study for creating vertical scales in the context of national assessment systems.
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来源期刊
Assessment in Education-Principles Policy & Practice
Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.70
自引率
3.10%
发文量
29
期刊介绍: Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.
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