英语论文用增值评价技术对学生成绩进行分析的初步研究.docx

英语论文用增值评价技术对学生成绩进行分析的初步研究.docx

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英语论文用增值评价技术对学生成绩进行分析的初步研究

ApilotstudyofvalueaddedanalysisforBeijingseniorsecondaryschool

用增值评价技术对学生成绩进行分析的初步研究

摘要：

用多水平分析技术对我国7所高中1999年参加高考的l051名学生的中招和高招成绩及其他变量，建立7种模型进行分析，结果发现在校正了学生先前的学习成绩和有关其他变量的影响后，各学校对学生的数学、英语和总成绩的影响（增值）明显不同，基于多水平分析结果的比较比传统的原始分比较更加公平、科学。

对各变量之间的相互影响也进行了分析，并与国际上的有关研究结果进行了比较，本文也对如何把考试分数用于学校管理进行了初步的探讨。

关键词：

多水平分析；增值评价；成绩；学校管理

Abstract:

DatafromsevenBeijingseniorsecondaryschoolswasanalyzedusingMultilevelanalysistechniqueforschooleffectivenessintermsofvalueaddedmeasureanditsimplicationforschooladministration．Similartrendsinourstudywerefoundwiththeinternationalstudies．Students’Priorattainmentcanexplainalargepartofoutcomevariance，themodelincludingstudent’spriorattainment，schoolcontextfactors，studentindividualvariablesisoptimalmodel．Schooleffectsdifferintermofsubject，studentgroupcategorizedbygenderandotherindividualfactors．Thisstronglyshowthemultifacetcharacteristicsofthevalueaddedmeasure，andsuggestamultiple，dynamicvalueaddedmeasureisessentialforschoolevaluation．Wefinddifferentschooleffectsintermofsubject，thismeansvalueaddedmeasureisausefultoolforschoolevaluation，butforimplicationinBeijingeducationalpractice，itneedfurtherresearch．Theresearchalsoprovidedanexampleabouthowtomakegooduseofexamscoreforeducationadministrationandothereducationalpractice．

Keywords:

Multilevelanalysistechnique;valueaddedmeasure;examscore;schooladministration

Introduction

Therehavebeenmanystudiesaboutschooleffectivenessmeasurementbasedonvalueaddedanalysisusingmultilevelstatisticstechnique（Thomasetal．，l994，1996，1997，1999，Sammonsl997，1999，Yang1999，Goldsteinl996，1997）．Generally,thesestudytopicscoverthedefinitionofschooleffectivenessandimprovement，thevalue—addedmethodandtheapplicationofmultilevelanalysis，andsoon，mainlyontheanalysisofstudentacademicattainment．Hereisabriefreviewofthesestudies．

Schooleffectivenessandvaluedaddedmethod

AsresponsetoColeman’sreport（Colemanetal．，l966），whichreferredtothe‘equalityofeducationalopportunity’andtoJencks’book（Jencksetal.,l972）,whichwasonthe‘Inequality：

areassessmentoftheeffectoffamilyandschoolinginAmerica’，andresponsetothePublicationof‘LeagueTable’inUK（Goldsteinl996），manyresearchesonschoolingeffectonstudentattainmentemergedinUS，UK，andotherareas．Althoughthedefinitionofschooleffectivenesshavesomediscrepanciesfordifferentresearchers（Cheng1996），somecharacteristicsofeffectiveschoolsuchasprofessionalleadership，maximizationoflearningtime，purposefulteaching，highexpectation，positivereinforcement，etal．，areacceptedbymostpeople（Sammonsl999）．Generally，measureofschooleffectivenessinvolveschoosinganoutcomeandthenstudyingaveragedifferenceamongschoolsafteradjustingforrelevantfactorssuchastheintakeachievementsandsomestudentbackgroundcharacteristics．Althoughtheunadjustedresultsareinformativetosomeextentforeducationevaluation，justanexamresultdoesnotshowaschool’sprogresscompletely．Furthermore．asinglestatisticmaynotbeanadequatesummaryofschool’seffectonstudent’sprogress．schoolmayboosttheprogressofdifferenttypesofstudentatdifferentrateindifferentdepartments／subjects．

Forfairerandmoreaccuratewaytomeasureandreportschoolperformance，theValued—AddedMethodisacceptedbymanyeducationresearcherandpractitionernow．Itisseenasbothlessproblematicintermsofhowacceptableprinciplesaretopolicy—makerandschoolseniormanagers，andlessquestionedeveninthemostscepticalofstaffroom．ThismethodhasbecamethemainstreamofBritishschooleffectivenessstudiesnow．‘Therearevariousofdefiningvalueaddedandtheseencompassbothqualitativejudgmentandquantitativemeasures．Valueaddedapproachesalsodifferinthebalanceofemphasisplacedonevaluatingstudentoutcomesdirectly，orindirectly,viathequalityoftheteachingandlearningprocess.…alldefinitionsofvalueaddedhavethecommonaimofassessingthequalityandextentofaschool’seffectivenessinpromotingstudentachievement.（Sammonsetal．1997,P.24）’．Thomasandcollegues（1998）definethe‘Valueadded’asanindicationoftheextenttowhichanygivenschoolhasfosteredtheprogressofallstudentsinarangeofsubjectduringaparticulartimeperiodoroverparticularyearsincomparisonwiththeeffectsofotherschoolsinthesamesample．Thisdefinitionisnotonlyfocusingontheacademyprogress，alsoonthestudents’attitudestolearningandotherimportantoutcomes.

However,thisdefinitionrefersspeciallytoacademicattainmentlevelofattainmentincomparisonwithsimilarstudentsinotherschools．Forcalculatingthevalueaddedcomponent，accuratebaselineinformationaboutstudent'spriorattainmentisveryimportant，sothevalueaddedmethodscancomparesoutcomeafteradjustingforvaryingintakeachievement．Theconceptofvaluedaddedisnotonlyanindicatorofschooleffectiveness，alsoatoolforschoolself—evaluation．Thevalueaddedaschoolcontributedtoindividualstudenthasthefollowingpurpose（Thomasl998）：

※Itoffersafairerandmoremeaningfulwayofpresentingschoolexaminationresult；

※Itisatoolthatcanprovidebothdetailedandsummarydatathataschoolcananalysisaspartofitsself—evaluation；

※Itcanbeusedtoexaminetrendsinvalueaddedperformanceovertime.Inrelationtoschoolimprovementinitiatives；

※Itprovideperformancemeasuresthatcanbecontrastedagainstothertypesofdataavailableinschoolssuchasmeasuresofpupils’affectiveorvocationaloutcomesorinformationabouttheviewsofkeygroupsobtainedusingteacher，parentandpupilquestionnaires；

※Itcanprovideadditionalguidanceinmonitoringandtargetsettingforindividualstudentsandspecificgroupsofstudents．

Someresultsfrompreviouslystudies．

Comparisonbetweenschoolvalueaddedforoverallattainmentandsubjectsshowschoolsvarydifferentlyacrossdifferentareaofacademicattainment．Thomas（1996）foundcorrelationbetweenvalueaddedscoresforEnglishandmathematicsis0.46．Otherresearch（Thomasl995）foundthesecorrelationbetweendifferentsubjects（English，Englishliterature，math，science，Frenchandhistory）rangefrom0.20to0.72，thismeansmanyschoolshavemixedresultsfordifferentdepartments．onlyafewhastheconsistentresultsfordifferentsubjects．Thesefindingssuggeststronglytheneedtolookatschools’valueaddedperformanceindetailnotonlyacrossdifferentacademicsubjectsassignificantsubjectdifferencesmaybemaskedbyoverallattainmentinsomeschool．

Studiesshow，onaverage，somedifferentlevelsofacademicperformance／progressbetweenboysandgirls．Yang’s（1999）researchshowgirlsperformbetterthanboysinKS1reading，KS1writing，butworseinMathematicsandSciences；Thomas（1996）findgirlsperformbetterintotalscoreandEnglishlanguage．Goldstein’s（1996）researchalsoshowsasmalldifferenteffectforboysincomparisontogirls．Student’sageseemshowsomeeffectontheirsattainment．Twostudiesshowoldstudentsmakemoreprogressintheirstudies（Thomasetal．，l996，1997），‘0naverage，theoldestl5+pupilsfwithbirthdaysinSeptember／October）attainedapproximately2GCSEpointsmorethantheyoungestl5+pupils（withbirthdaysinJuly／August）（Thomasl996，P．12）’．

Studiesonpupilssocial-economicstatusshowstudentsentitledwithfreemeal，whichisacomprehensiveindicatoroffamilyeconomicclass，seemperformworsethanthosewithoutfreemealonaverage（Yanget、al．，l999，ThomasS，etal．，l997，1999）．Thesefindingscouldbeusefullyinterpretedasmeaningthatmostschoolshavedifferentlevelsofeffectivenessforpupilsfrommoreorlesseconomicallyadvantagedbackground．Pupilswithdifferentethnicbackgroundalsoshowdifferentgainsinacademicattainment（Nuttalletal.,l989，Thomasl996，Sammonsl999）.‘Incomparisontothewhitegroup，otherethnicgroupsobtainedsignificantlyhighscores，giventheattainmentonentrytoschoolhavebeentakenintoaccount．（Thomasetal.，1996．P．12）’．ButsomestudiesdonotfindevidenceofsignificantdifferenceinprogressinsomesubjectforsomeethnicgroupSammonsl999）．Theseneedfurtherstudyandhighlightagaintheimportanceofdetailedanalysisinexploringtheaffectingfactoronstudents’improvement．Inshort，student'spriorattainmenthasthelargestimpactontheirlaterattainment，theadjustmentusinggenderorsocial—economicstatusaresmallbycomparison.

Nuttall’s（1989）studysuggestvariabilityinhighabilitypupilsbetweenschoolsismuchlargerthanthatoflowabilitypupils，Thomas（1993）foundcorrelationbetweenvalueaddedscoreforhighestandlowestabilitystudentrangefrom0.73to0.76fordifferentsubject．Therecentlystudiesusingfinelygradedpriorattainmentmeasuresinbothinnercityareas（Goldsteinetal.，1993）andincountyLEAs（Thomas，etal．，l996）havealsoestablishedsignificantdifferentialsecondaryschooleffects．Theseevidencepointthatsomeschoolarenotequallyeffectiveinpromotingtheattainmentofallpupilswithdifferentpriorattainment，irrespectiveoftheirpreviousstrengthsorweaknesses．

StudiesonstabilityandconsistenciesofschooleffectivenessshowschooleffectsaremoststablefortotalGCSEperformancescorebutthedepartmenteffectsarelessstableovertime．Thecorrelationbetweenschooleffectacrosstimeforperformanceindifferentacademicsubjectsisfrom0.38to0.92（Thomasetal．，l997），andonlyaverylowpercentageofschoolcanmaintainthesameposition，says，alwayseffectiveorineffective，fortotalscoreandsubjectscorethrough3years．Thesesuggestthatwesho