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Technical/Methodological Challenges of NCLB Some examples of these technical challenges include: • Definition and development of the accountability ‘measure’ Fleshing out the components of the measure Setting standards for components Determining intermediate milestones for standards for years prior to 2013-14 deadline. • Assessments for measuring student achievement Development of valid and reliable assessments Choice of scaling method (e.g., IRT) Standard setting procedures Vertical and horizontal equating across assessments • Definition and development of procedures for “reliable and valid” determination of AYP (NCLB, 2002). This talk will focus on the last point: The procedure for a valid and reliable determination of AYP. 6
To Facilitate the Present Discussion… Focus on validity and reliability of the procedure for making decisions about AYP rather than the validity and reliability of the assessments. Determination of AYP is considered as a classification problem (‘meeting’ or ‘achieving’ AYP) Estimates of AYP status consider only the assessment component. Assumptions about the assessments: • Have adequate validity and reliability No DIF Scaling model is appropriate Standard setting produced acceptable standards • Equating procedure produced scores that are comparable across forms within a subject (e.g., reading, math) 7
Page 1 and 2: An Alternate Estimate of AYP A Fora
Page 3 and 4: NCLB and Adequate Yearly Progress
Page 5: The Demands of NCLB NCLB pushed ch
Page 9 and 10: State Solutions for Classification
Page 11 and 12: The Challenge of Heterogeneity The
Page 13 and 14: A Conventional Estimator of AYP Sta
Page 19 and 20: Conventional Estimation of AYP Unce
Page 21 and 22: Conventional Estimation of AYP Unce
Page 23 and 24: A Bayes Estimator of AYP Status Fi
Page 25 and 26: A Bayes Estimator of AYP Status Th
Page 27 and 28: Performance of the Estimators 27
Page 29 and 30: Flexibility of the Bayes Estimator
Page 31 and 32: References Brennan, R. L. and Kane,
Page 33: Software for Bayesian Approach App

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