Using school-level student achievement to engage in formative evaluation: comparative school-level rates of oral reading fluency growth conditioned by initial skill for second grade students

Using school-level student achievement to engage in formative evaluation: comparative... We present a method for data-based decision making at the school level using student achievement data. We demonstrate the potential of a national assessment database [i.e., the University of Oregon DIBELS Data System (DDS)] to provide comparative levels of school-level data on average student achievement gains. Through the DDS as a data source, and the analytic methods we outline, we illustrate one way that schools can engage in system-level formative evaluation by examining their students’ gains across an academic year conditional on initial skill level relative to the performance of a large sample of other schools. We provide the empirical Bayes estimates of school-level effects and their associated standard errors for second grade, DIBELS oral reading fluency using a percentile band plot. We illustrate a practical way that schools could use this output to improve their data-based decision making procedures. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Using school-level student achievement to engage in formative evaluation: comparative school-level rates of oral reading fluency growth conditioned by initial skill for second grade students

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Publisher
Springer Netherlands
Copyright
Copyright © 2014 by Springer Science+Business Media Dordrecht
Subject
Linguistics; Languages and Literature; Psycholinguistics; Education (general); Neurology; Interdisciplinary Studies
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-014-9512-5
Publisher site
See Article on Publisher Site

Abstract

We present a method for data-based decision making at the school level using student achievement data. We demonstrate the potential of a national assessment database [i.e., the University of Oregon DIBELS Data System (DDS)] to provide comparative levels of school-level data on average student achievement gains. Through the DDS as a data source, and the analytic methods we outline, we illustrate one way that schools can engage in system-level formative evaluation by examining their students’ gains across an academic year conditional on initial skill level relative to the performance of a large sample of other schools. We provide the empirical Bayes estimates of school-level effects and their associated standard errors for second grade, DIBELS oral reading fluency using a percentile band plot. We illustrate a practical way that schools could use this output to improve their data-based decision making procedures.

Journal

Reading and WritingSpringer Journals

Published: May 5, 2014

References

  • Norm-and criterion-referenced student growth
    Betebenner, D
  • Prevention and intervention in beginning reading: Two complex systems
    Coyne, MD; Kame’enui, EJ; Simmons, DC

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