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来源类型 | Report |
规范类型 | 报告 |
DOI | https://doi.org/10.7249/RRA1037-2 |
来源ID | RR-A1037-2 |
Changes in School Composition During the COVID-19 Pandemic: Implications for School-Average Interim Test Score Use | |
Jonathan Schweig; Megan Kuhfeld; Melissa Kay Diliberti; Andrew McEachin; Louis T. Mariano | |
发表日期 | 2022-01-19 |
出版年 | 2022 |
页码 | 28 |
语种 | 英语 |
结论 | The school composition of MAP Growth test-takers has shifted over time, and this could affect school-aggregate test scores
The following insights about test participation could help guide school systems as they report school-level test score information from spring 2021 and implement restart and recovery plans
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摘要 | School officials regularly use school-aggregate test scores to monitor school performance and make policy decisions. After the U.S. Department of Education offered assessment waivers to all 50 states in 2019–2020, many educators and policymakers advocated for assessment programs to be restarted in the 2020–2021 school year to evaluate the state of teaching and learning and to inform policies for recovery from the coronavirus disease 2019 (COVID-19) pandemic. However, the use of school-aggregate test scores for these purposes relies on the assumption that differences in aggregate scores can be accurately interpreted as representing real and meaningful differences in school progress and performance. There are serious concerns about the accuracy of such interpretations even under routine schooling conditions, but the pandemic may exacerbate these issues and further compromise the comparability of these test scores. In this report, RAND researchers investigate one specific issue that may contaminate utilization of COVID-19–era school-aggregate scores and result in faulty comparisons with historical and other proximal aggregate scores: changes in school composition over time. To investigate this issue, they examine data from NWEA's Measures of Academic Progress (MAP) Growth assessments, interim assessments used by states and districts during the 2020–2021 school year. |
目录 |
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主题 | Academic Achievement ; Coronavirus Disease 2019 (COVID-19) ; Disadvantaged Students ; Educational Institutions ; Educational Program Evaluation ; Minority Students ; Test-Based Promotion |
URL | https://www.rand.org/pubs/research_reports/RRA1037-2.html |
来源智库 | RAND Corporation (United States) |
引用统计 | |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/524678 |
推荐引用方式 GB/T 7714 | Jonathan Schweig,Megan Kuhfeld,Melissa Kay Diliberti,et al. Changes in School Composition During the COVID-19 Pandemic: Implications for School-Average Interim Test Score Use. 2022. |
条目包含的文件 | ||||||
文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
RAND_RRA1037-2.pdf(321KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
x1642597978807.jpg.p(4KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 |
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