教师分配的成绩和外部考试:差异的来源
José Manuel Arencibia Alemán1, Astrid Marie Jorde Sandsør2, Henrik Daae Zachrisson2
1Centre for Educational Measurement, University of Oslo, Oslo, Norway.
概括
教师的成绩与外部考试的相关性比以前认为的更强,这表明更高的可靠性. 然而,尽管有法规确保调整,但仍存在一些差异.
科学领域:
- 教育测量教育的测量
- 心理测量 心理测量 心理测量
- 教育政策的教育政策.
背景情况:
- 之前的研究表明,教师成绩和学业成绩之间存在温和的相关性 (r=.40-.60),导致主观性的感知.
- 理论和方法上的局限性,包括构造失调和数据问题,限制了先前发现的概括性.
- 在学术评估中,教师分配的成绩的可靠性和有效性一直是教育领域的一个长期争论.
研究的目的:
- 重新评估教师指定的成绩和外部对学业成绩的评估之间的相关性.
- 调查国家法规对成绩和考试之间的协调的影响.
- 确定外部考试对学生成绩的预测能力.
主要方法:
- 利用来自挪威国家登记处的全人口数据 (n=511,858).
- 通过国家法规,要求在成绩和外部考试之间建立密切的对齐.
- 雇佣主导分析和多变量回归分析.
主要成果:
- 观察到中小学成绩与外部考试成绩之间的相关性较高 (r=.64-.86).
- 外部考试成绩被认为是同一个科目中成绩的最强有力的预测因素.
- 成绩和考试成绩之间的差异并没有完全被法规消除.
结论:
- 教师分配的成绩可能比以前承认的学业成绩更可靠的衡量标准.
- 国家法规可以提高年级与考试的一致性,但不能完全解决差异.
- 需要进一步的研究来了解学术评估中剩余的变化来源.
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