High Stakes State-Wide Testing of the Learning Environment Outcomes: The Case of Numeracy

Jessica M. Elderfield; Russell F. Waugh

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High Stakes State-Wide Testing of the Learning Environment Outcomes

The Case of Numeracy

In: Applications of Rasch Measurement in Learning Environments Research

Authors:

Jessica M. Elderfield

Jessica M. Elderfield
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Russell F. Waugh

Russell F. Waugh
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Type:: Chapter

Pages:: 17–43

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This study investigated the differences between two competing regression methods (single-level Means-on-Means regression and Multilevel Modelling) used to produce value-added performance-indicator information for the monitoring of school effectiveness. Data from 24 government secondary schools with a total of 2862 students in 132 Year 8 classes in Western Australia were used. The dependent variable was a Rasch-created linear measure of Year 8 Numeracy. The five independent variables were: (1) a Rasch-created, linear measure of Year 7 Numeracy; (2) gender; (3) ethnic group (Aboriginal and Torres Strait Islander, or non-Aboriginal and Torres Strait Islander status); (4) language background (English or other than English); and the school-level variable (5) school socioeconomic status. The findings of this study suggest that residual-based performance indicators calculated using the Multilevel model are more accurate and fair than those produced using the single-level Means-on-Means regression model, and would enable both schools and teachers to report on accountability and investigate a greater range of school effectiveness issues with more confidence.

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Applications of Rasch Measurement in Learning Environments Research

Series: Advances in Learning Environments Research, Volume: 2

E-Book ISBN:: 9789460914935

Publisher:: Brill

Print Publication Date:: 01 Jan 2011

Subjects
- Education
  - Educational Technology
  - Learning

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High Stakes State-Wide Testing of the Learning Environment Outcomes

The Case of Numeracy

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Applications of Rasch Measurement in Learning Environments Research

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