E NSURING S TATISTICAL L ITERACY FOR PRE - SERVICE EDUCATION MAJORS Stacy M. Bjorkman, Ph.D., NCSP...
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Transcript of E NSURING S TATISTICAL L ITERACY FOR PRE - SERVICE EDUCATION MAJORS Stacy M. Bjorkman, Ph.D., NCSP...
ENSURING STATISTICAL
LITERACY FOR PRE-SERVICE
EDUCATION MAJORS
Stacy M. Bjorkman, Ph.D., NCSP
Walden University
&
Kelly H. Summers
Northern Illinois University
WHY IS THIS IMPORTANT?
In almost every state there has been a shift in the way teachers are evaluated.
Most states are including student achievement data as part of the teacher evaluation process.
Teachers’ livelihoods depend on knowing about assessments.
Most education degree programs do not include coursework in statistics.
ENSURING STATISTICAL LITERACY
Determine the role of assessments in the teacher evaluation process in your state.
Build a pre-service workshop that discusses the role of assessments in teacher evaluations.
Design the workshop so the focus is on statistical concepts with real-world educational data.
Include key components of assessment and statistical literacy in the workshop.
Be sure to include frequent checks for understanding.
POSSIBLE CONCEPTS TO INCLUDE IN A PRE-SERVICE WORKSHOP
Summative vs. Formative Assessments The concept of reliability The concept of validity Measures of central tendency and variability Reading various types of graphs Types of test scores
KEY DIFFERENCES IN FORMATIVE & SUMMATIVE ASSESSMENTS
Summative Formative
Reasons for Assessing Document individual or group achievement or mastery of standards; measure achievement status at a point in time for purposes of reporting
Increase achievement; to help students meet more standards; support ongoing student growth
To Inform Others about students Students about themselves
Focus of Assessment Achievement standards for which schools, teachers, and students are held accountable
Specific achievement targets selected by teachers that enable students to build toward standards
Driving Force Accountability Improvement
Place in time Event after learning is supposed to have happened
Process during learning
Chapius, J. & Chapius, C. (2002). Understanding school assessment: A parent and community guide to helping students learn. Assessment Training Institute: Portland, OR.
THE CONCEPT OF RELIABILITY
What do we mean by reliable? The consistency of a measurement tool Not good or bad, just consistent
Want to minimize “measurement error” Test-taker variables
Hot, cold, noise, lack of sleep, lack of food, etc. Test administration
Lack of standardization either knowingly or unwittingly Test scoring and interpretation
Is the test more subjective? Then there will likely be more measurement error.
TYPES OF RELIABILITY TO CONSIDER
Inter-rater reliability: consistency between scorers
Test-retest reliability: variability over time for one person’s score
Internal consistency: How well the items on a test measure the same construct
WHAT EXACTLY IS VALIDITY?
What do we mean by a valid measure?A judgment or estimate of how well
a test measures what it purports to measure in a particular context
Reliability is solely a statistical measure
Validity is determined statistically as well as through common sense judgments
CENTRAL TENDENCY
Mean, Median, Mode Range Standard deviation
Consider the impact of… Small sample sizes
Range restriction & outliers High & low achieving students
WHAT’S IN A SCORE?
Raw scores How many items a test taker got correct
Standard score A raw score that has been converted from one
scale to another scale Percentiles
Divides performance into 100 equal parts Percentage correct