La Influencia de Múltiples Oportunidades de Examinación en la Aprobación y el Rendimiento de Estudiantes en Pruebas Estatales

Autores/as

DOI:

https://doi.org/10.14507/epaa.v23.1974

Palabras clave:

pruebas a gran escala, rendición de cuentas

Resumen

Las expectativas de los programas de pruebas a gran escala han crecido considerablemente en la última década con la promulgación de las legislaciones No Child Left Behind (NCLB) y Race to the Top (RTTT). Un componente importante de la ley NCLB ha requerido la presentación de informes de progreso anual (AYP) por subgrupos de estudiantes desglosados por sexo, educación especial, el dominio del idioma Inglés, y raza / etnia. En este estudio abordamos las implicaciones de una política de Estado que permite que los estudiantes tengan múltiples oportunidades de tomar el examen para aprobar dentro de un año académico, y su efecto sobre las tasas de aprobación. Encontramos a través de análisis de regresión logística que las oportunidades de tener oportunidades adicionales beneficiaron subgrupos específicos y mayoritarios de estudiantes: Blancos, que no recibían asistencia alimentaria, y que no estaban en grupos con bajos niveles de dominio del inglés, educación general y estudiantes cerca de obtener resultados de competencia. Como los estados están mudando a nuevos estándares de rendimiento y evaluaciones en 2015, las autoridades podrían querer evaluar los beneficios y los costos de una política de múltiples oportunidades de examinación. 

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Biografía del autor/a

Joseph F. T. Nese, University of Oregon

Joseph F. T. Nese, PhD, is a Research Associate at Behavioral Research and Teaching (BRT) at the University of Oregon. He conducts research in educational assessment and applied measurement, focusing on developing and improving systems that support data-based decision-making and using advanced statistical methods to measure and monitor student growth.

Gerald Tindal, University of Oregon

Dr. Tindal is currently the Castle-McIntosh-Knight Professor in the College of Education – University of Oregon. He is the Department Head of Educational Methodology, Policy, and Leadership and directs Behavioral Research and Teaching (BRT). His research focuses on integrating students with disabilities in general education classrooms using curriculum-based measurement for screening students at risk, monitoring student progress, and evaluating instructional programs. Dr. Tindal also has conducts research on large scale testing and development of alternate assessments. This work includes investigations of teacher decision-making on test participation, test accommodations, and extended assessments of basic skills. He publishes and reviews articles in many special education journals and has written several book chapters and books on curriculum-based measurement and large-scale testing. He teaches courses on assessment systems, data driven decision-making, research design, and program evaluation. 

Joseph J. Stevens, University of Oregon

Joseph Stevens, PhD, joined the University of Oregon in 2005 and is currently a Professor in the department of Educational Methodology, Policy, and Leadership. He is a Co-Principal Investigator with the National Center on Assessment and Accountability (NCAASE) at the University of Oregon. His doctoral degree is in Psychology and Quantitative Methods from the University of Arizona. He was formerly Professor of Education at the University of New Mexico. He also worked at the Psychological Corporation and as a measurement statistician at Educational Testing Service. His interests are in measurement, validity, research design, and longitudinal modeling and individual differences in academic achievement especially for special education students and language learners. He teaches courses in advanced statistical methods and research design.

Stephen N. Elliott, Arizona State University

Stephen N. Elliott, PhD, is the Mickelson Foundation Professor in the Sanford School of Social and Family Dynamics at Arizona State University. His research focuses on scale development and educational assessment practices with students with disabilities or at risk for educational difficulties. Assessment tools he has developed include the Social Skills Improvement System (SSiS), Academic Competence Evaluation Scales (ACES), Vanderbilt Assessment of Leadership in Education, and My Instructional Learning Opportunities Guidance System (MyiLOGS). He has published numerous articles, chapters, and books on (a) the assessment of children's social and academic competence, (b) the design and evaluation of methods that increase students’ access to learning and large-scale achievement test, and (c) the assessment of school leadership. Steve is a co-PI of the National Center on Assessment and Accountability for Special Education, a United States Department of Education funded research center.

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Publicado

2015-07-26

Cómo citar

Nese, J. F. T., Tindal, G., Stevens, J. J., & Elliott, S. N. (2015). La Influencia de Múltiples Oportunidades de Examinación en la Aprobación y el Rendimiento de Estudiantes en Pruebas Estatales. Archivos Analíticos De Políticas Educativas, 23, 70. https://doi.org/10.14507/epaa.v23.1974

Número

Vol. 23 (2015)

Sección

Articles