The College Board has a new report: "Paying for College: Students from Middle-Income Backgrounds."
"Families at the upper end of the broad middle-income range have seen their incomes increase slightly, while those at the lower end of this range have seen their incomes decline."
This is a very short, bullet-point type report, and worth taking a look at. Particularly if you're trying to figure out financial aid strategies.
Friday, February 19, 2010
Monday, February 08, 2010
Validity for Gen Ed Tests
I came across a relatively new page on validity studies on the Voluntary System of Accountability (VSA) site. The studies focus on the CAAP, CLA, and MAPP, which are all aimed at critical thinking and writing to one degree or another. There are several reports to be found there, including an executive summary. In Interpretation of "Findings of the Test Validity Study Conducted for the Voluntary System of Accountability," we find that the correlation between the tests in question, when compared at the school level ranged from .75 to . 87. Here, "School-level reliability refers to score consistency (i.e., a school receiving a similar mean score regardless of the sample of students taking the test)."
Correlations between test sections is show in the table below, from page 6 of the report.
This is presented as evidence of construct validity. I don't see any evidence that they did a confirmatory factor analysis to check the dimensions.
The researchers tried to tease out effect size by looking at the difference between freshmen and seniors, but had to jiggle the statistics to account for the fact that the seniors and freshmen were different people, with different characteristics (there was a difference in SAT average, for example). This is not surprising because of survivorship. The actual method for this renorming is not given in this report (maybe it's in one of the others), but there's a graph to illustrate that after fiddling, the seniors look better than freshmen. Except in math.
This finding is interesting to me as a math teacher. I find it to be plausible, since college freshmen would generally have just come out of a several continuous years of math instruction, while college seniors would not.
There's more in the report, including some cautions on page 11, that's worth reading.
Correlations between test sections is show in the table below, from page 6 of the report.
This is presented as evidence of construct validity. I don't see any evidence that they did a confirmatory factor analysis to check the dimensions.
The researchers tried to tease out effect size by looking at the difference between freshmen and seniors, but had to jiggle the statistics to account for the fact that the seniors and freshmen were different people, with different characteristics (there was a difference in SAT average, for example). This is not surprising because of survivorship. The actual method for this renorming is not given in this report (maybe it's in one of the others), but there's a graph to illustrate that after fiddling, the seniors look better than freshmen. Except in math.
This finding is interesting to me as a math teacher. I find it to be plausible, since college freshmen would generally have just come out of a several continuous years of math instruction, while college seniors would not.
There's more in the report, including some cautions on page 11, that's worth reading.
Subscribe to:
Posts (Atom)
-
"How much data do you have?" is an inevitable question for program-level data analysis. For example, assessment reports that attem...
-
The annual NACUBO report on tuition discounts was covered in Inside Higher Ed back in April, including a figure showing historical rates. (...
-
I'm scheduled to give a talk on grade statistics on Monday 10/26, reviewing the work in the lead article of JAIE's edition on grades...
-
(A parable for academic workers and those who direct their activities) by David W. Kammler, Professor Mathematics Department Southern Illino...
-
I read Peter Sacks' Standardized Minds a few years ago when I was helping put together our general education assessment process . This...
-
In the last article , I showed a numerical example of how to increase the accuracy of a test by splitting it in half and judging the sub-sco...
-
Introduction Within the world of educational assessment, rubrics play a large role in the attempt to turn student learning into numbers. ...
-
tl;dr Searched SACS reports for learning outcomes. Table of links, general observations, proposal to create a consortium to make public th...
-
Introduction A few days ago , I listed problems with using rubric scores as data to understand learning. One of these problems is how to i...
-
This post is the first of a series on student achievement. The National Center for Education Statistics (NCES) summarizes graduation rates...