The importance of adjusting for pupil background in school value‐added models: A study of Progress 8 and school accountability in England
The importance of adjusting for pupil background in school value‐added models: A study of Progress 8 and school accountability in England
复制标题
在学校增值模式中调整学生背景的重要性：英格兰进步 8 和学校问责制的研究
DOI：
10.1002/berj.3511
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发表时间：
2019
影响因子：
2.3
通讯作者：
H. Goldstein
中科院分区：
文献类型：
--
作者：
G. Leckie;H. Goldstein
在英国、美国和其他地方，学校问责制越来越多地使用学生在高风险标准化考试中的分数来衡量学校表现的增值指标来比较学校。这些措施试图比较学生在一年或一个阶段的学习中取得的平均进步或进步，而不是比较学校的平均分（这在很大程度上反映了学校在以前的成就方面的差异）。然而，学校在学生人口统计和社会经济特征方面也存在差异，这些因素也预测了为什么一些学校后来的得分高于其他学校。因此，许多人认为，没有根据学生背景进行调整的增值措施偏向于那些招收更多“教育优势”学生的学校。但也有人担心，根据学生背景进行调整会加剧社会经济不平等，并为表现不佳的学校开脱。在本文中，我们探讨了这些理论论点及其在英国“进步8”中学问责制背景下的实践重要性，该制度选择忽视学生的背景。我们揭示了一旦对学生背景进行调整，许多学校报告的低表现或高表现是如何发生巨大变化的，这些变化也影响了报告的地区和不同学校类型的差异表现。我们的结论是，选择忽视学生背景的问责制度可能会奖励和惩罚错误的学校，这可能会对学生的学习产生不利影响。这些发现，特别是与围绕高风险考试和学校增值模式的更普遍的担忧相结合，对它们在学校问责制中的应用提出了严重质疑。
In the UK, USA and elsewhere, school accountability systems increasingly compare schools using value-added measures of school performance derived from pupil scores in high-stakes standardised tests. Rather than na € ıvely comparing school average scores, which largely reflect school intake differences in prior attainment, these measures attempt to compare the average progress or improvement pupils make during a year or phase of schooling. Schools, however, also differ in terms of their pupil demographic and socioeconomic characteristics and these factors also predict why some schools subsequently score higher than others. Many therefore argue that value-added measures unadjusted for pupil background are biased in favour of schools with more ‘educationally advantaged’ intakes. But others worry that adjusting for pupil background entrenches socioeconomic inequities and excuses low-performing schools. In this article we explore these theoretical arguments and their practical importance in the context of the ‘Progress 8’ secondary school accountability system in England, which has chosen to ignore pupil background. We reveal how the reported low or high performance of many schools changes dramatically once adjustments are made for pupil background, and these changes also affect the reported differential performances of regions and of different school types. We conclude that accountability systems which choose to ignore pupil background are likely to reward and punish the wrong schools and this will likely have detrimental effects on pupil learning. These findings, especially when coupled with more general concerns surrounding high-stakes testing and school value-added models, raise serious doubts about their use in school accountability systems.
英格兰和威尔士的考试成绩和标准化考试暴露趋势
影响因子：
2.3
作者：
Goldstein H
通讯作者：
Goldstein H
在评估增值学校效应的一致性和稳定性时避免偏差
影响因子：
2.4
作者：
Leckie G
通讯作者：
Leckie G